"I Will Do It but Religion Is a Very Personal Thing": Teacher Education Applicants' Attitudes towards Teaching Religion in Ireland

Autor/inn/en	Heinz, Manuela; Davison, Kevin; Keane, Elaine
Titel	"I Will Do It but Religion Is a Very Personal Thing": Teacher Education Applicants' Attitudes towards Teaching Religion in Ireland
Quelle	In: European Journal of Teacher Education, 41 (2018) 2, S.232-245 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keane, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1426566
Schlagwörter	Teacher Education; Religion; Elementary School Teachers; Religious Education; Foreign Countries; Religious Factors; Civil Rights; Catholic Educators; Educational Trends; Student Teacher Attitudes; Case Studies; Questionnaires; Churches; Statistical Analysis; Student Characteristics; Ireland + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Katholische Erziehergemeinschaft; Bildungsentwicklung; Case study; Fallstudie; Case Study; Fragebogen; Church; Kirche; Statistische Analyse; Irland
Abstract	There has been extensive research internationally describing teachers' homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers' religious affiliations and/or convictions have rarely been explored. Since 96% of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education (ITE) applicants' religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive "unchurching" of Europe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01