Leading Learning for a Recontextualising Approach in Religious Education

Autor/inn/en	Madden, Rina; Bernasconi, Gina; Larkins, Geraldine; Tolan, Bernadette; Fumei, Paul; Taylor, Anne
Titel	Leading Learning for a Recontextualising Approach in Religious Education
Quelle	In: British Journal of Religious Education, 45 (2023) 2, S.200-213 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2022.2035677
Schlagwörter	Religious Education; Catholics; Catholic Schools; Educational Change; Curriculum Development; Teacher Role; Foreign Countries; Teacher Student Relationship; Teacher Educators; Self Concept; Faculty Development; Catholic Educators; Action Research; Collegiality; Classroom Techniques; Institutional Characteristics; Measures (Individuals); Theological Education; Trust (Psychology); Dialogs (Language); Personal Autonomy; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholik; Katholische Schule; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerrolle; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Katholische Erziehergemeinschaft; Projektforschung; Kollegialität; Klassenführung; Messdaten; Dialog; Dialogs; Dialogue; Dialogues; Individuelle Autonomie; Australien
Abstract	A recontextualising approach in religious education has been adopted in the newly revised religious education curricula of the four dioceses in Victoria: the dioceses of Melbourne, Ballarat, Sandhurst and Sale. This approach requires a radical change to the teacher's role from knowledge transmission to one which supports students to grapple with their own identity formation in dialogue with the Catholic tradition. This article describes a collaborative research project undertaken by Catholic Education Office leaders of the four Victorian dioceses seeking to understand learning conditions and processes for leading teacher professional learning around a recontextualising approach. This study illuminates the description of recontextualisation in five criteria as proposed by Leuven Professor Pollefeyt (2017) by situating them in the practical context of teacher professional learning in Catholic schools. Using an Action Research methodology, the project engaged system leaders and teachers in Catholic schools in cycles of collegial dialogue and reflection on practice and theory to develop and refine understandings and classroom practices of recontextualisation. The findings challenge a system to consider how it intentionally positions itself in relation to the schools it serves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01