Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning
Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop ‘knowledge of practice’ by integrating theory and practice have a positive impact on student attainment. It is a...
| Published in: | British journal of religious education |
|---|---|
| Main Author: | |
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2016]
|
| In: |
British journal of religious education
|
| Standardized Subjects / Keyword chains: | B
Religious education
/ Teacher
/ Theory
/ Practice
|
| RelBib Classification: | RF Christian education; catechetics |
| Online Access: |
Presumably Free Access Volltext (doi) |
| Summary: | Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop ‘knowledge of practice’ by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have sufficient weight of evidence to indicate that engaging in curriculum development as a participant in a community of inquiry is the optimal context for professional learning to develop knowledge of practice. However, establishing participation in communities of inquiry as integral to teachers’ professional learning remains a challenge and we need better ways of sharing and interrogating what we (think we) know. Examples of ‘experiments in practice’ to promote professional learning and make a difference in the Religious Education classroom, are used to indicate what has worked and what has not and what we might do next. |
|---|---|
| ISSN: | 0141-6200 |
| Contains: | Enthalten in: British journal of religious education
|
| Persistent identifiers: | DOI: 10.1080/01416200.2016.1139889 |