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...
| Main Author: | |
|---|---|
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2016]
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| In: |
British journal of religious education
Year: 2016, Volume: 38, Issue: 2, Pages: 141-151 |
| Standardized Subjects / Keyword chains: | B
Religious education
/ Teacher
/ Theory
/ Practice
|
| RelBib Classification: | RF Christian education; catechetics |
| Online Access: |
Presumably Free Access Volltext (doi) |
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| 520 | |a 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. | ||
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