| Frontmatter | 1 |
|---|
| Cover | 1 |
| Imprint | 4 |
| Contents | 5 |
| Introduction (Rob Freathy, Friedrich Schweitzer, Stephen Parker, Henrik Simojoki) | 7 |
|---|
| 1. Teacher education and the quality of RE | 7 |
| 2. Approaches to research on RE in international context | 8 |
| 3. Aims and intentions of the book | 10 |
| 4. Disciplinarity, definitions and differences in RE | 12 |
| 5. The relationship between teacher education and teaching quality | 14 |
| 6. Overview of the book | 15 |
| References | 19 |
| Insights from the history of the education of teachers of Religious Education in England. Subject specialists and specialisation (Rob Freathy, Stephen G. Parker) | 25 |
|---|
| Abstract | 25 |
| 1. Introduction | 25 |
| 2. Subject specialist, semi-specialist or non-specialist? | 28 |
| 3. Religious Education Council | 32 |
| 4. The elusive concept of subject specialisation | 34 |
| 5. Conclusion | 38 |
| References | 40 |
| Professionalisation of teachers of RE. Insights from the history of the education of teachers in Germany (Henrik Simojoki, Friedrich Schweitzer) | 43 |
|---|
| Abstract | 43 |
| 1. Introduction | 43 |
| 2. Professionalisation and the quality of RE | 45 |
| 3. The RETPro study on the professionalisation of the RE teacher | 46 |
| 4. Researching professionalisation in RE teacher education: Key elements of the research design | 47 |
| 5. Selected results and their relevance for the development of teacher education for RE | 49 |
| 6. Conclusion: benefits and limits of using the concept of professionalisation as a lens for understanding and improving RE teacher education | 52 |
| References | 54 |
| The universitisation of teacher education and Religious Education (Stephen J. McKinney) | 57 |
|---|
| Abstract | 57 |
| 1. Introduction | 57 |
| 2. The beginnings of formal teacher education and the denominational colleges 1800s–1905 | 58 |
| 2.1 David Stow and the Glasgow Normal Seminaries | 59 |
| 2.2 Scrutiny of the colleges and the end of Presbyterian control | 60 |
| 3. The period: 1905–1980s | 61 |
| 4. The move to university based teacher education 1980s-2022 | 62 |
| 5. RE and teacher education | 63 |
| 6. The 21st century and the future of teacher education | 64 |
| 7. Research on RE and teacher education | 65 |
| 8. Concluding remarks | 67 |
| References | 67 |
| Improving Religious Education via research and practices in which the voices of (future) RE teachers are included. Experiences from the Netherlands as illustrations (Gerdien Bertram-Troost) | 75 |
|---|
| Abstract | 75 |
| 1. Introduction | 75 |
| 2. Religion and Dutch education | 76 |
| 3. RE in the Netherlands: secondary education | 78 |
| 4. Some relevant, more or less recent empirical studies | 80 |
| 4.1 Study on practical knowledge base of experienced RE teachers | 80 |
| 4.2 Dutch RE teachers and their views | 81 |
| 5. Conclusions for the further development of teacher education | 84 |
| References | 86 |
| How to improve Religious Education through teacher training?Experiences and research from Austria regarding the challenge of religious pluralisation (Melanie Binder, Martin Rothgangel) | 89 |
|---|
| Abstract | 89 |
| 1. The context of religion teacher training in Austria | 90 |
| 1.1 Religious developments and consequences for RE | 90 |
| 1.2 Organisational aspects of the training of religion teachers | 92 |
| 2. Relevant empirical studies on the training of religion teachers | 94 |
| 2.1 Research in the context of KPH Vienna / Krems | 94 |
| 2.2 Research in the context of the University of Innsbruck | 97 |
| 2.3 Research in the context of the University of Graz | 99 |
| 2.4 Research on inter-religious competence in the curricula of teacher training colleges | 100 |
| 3. Summary and perspectives | 102 |
| References | 103 |
| Religious Education: Measuring impact and the impact of measuring. Recent developments in Catholic Religious Education in Flanders (Didier Pollefeyt) | 107 |
|---|
| Abstract | 107 |
| 1. Introduction | 107 |
| 2. A hermeneutical-communicative concept of teacher training in religion | 108 |
| 3. Bridging the gap: How young adolescents look back to their RE classes | 112 |
| 4. Developments in the curriculum of RE | 119 |
| 5. Summary | 123 |
| References | 124 |
| What does neutral mean? Reflections on an all too self-evident guiding concept of religion-related teaching and teacher training in the Swiss context (Thomas Schlag) | 127 |
|---|
| Abstract | 127 |
| 1. Contextual location | 128 |
| 1.1 On the political and social understanding of neutrality | 128 |
| 1.2 Neutrality as a hallmark of education | 130 |
| 1.3 Neutrality as a hallmark of religion-related education | 131 |
| 1.4 Neutrality as a hallmark of teacher education | 133 |
| 2. Explorations of the concept of neutrality in educational theory | 134 |
| 3. Plea for a deeper understanding of the concept of neutrality for the context of religion-related education in Switzerland and beyond | 137 |
| 4. Summary and conclusion | 141 |
| References | 141 |
| Religious Education teacher training in support of the public sphere. Reflections on an integrated model (Athanasios Stogiannidis, Evangelos Pepes) | 145 |
|---|
| Abstract | 145 |
| 1. A starting point for researching Religious Education teacher training: Definitions | 145 |
| 1.1 The constitutional background of RE in Greece | 146 |
| 1.2 The legal framework of RE in Greece | 147 |
| 1.3 Basic aims of RE in Greece | 148 |
| 2. The legal framework of RE teacher training
|
