Do I know enough to teach RE?: Responding to the commission on religious education’s recommendation for primary initial teacher education
Recommendation 6 of the Commission on Religious Education’s Final Report has focused attention on teacher preparation in England for Religious Education (RE) during primary Initial Teacher Education (ITE). It recommends at least twelve hours for ‘all forms of primary ITE’, challenging the current pr...
| Subtitles: | Do I know enough to teach Eeligious Education? |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
[2020]
|
| In: |
Journal of Religious Education
Year: 2020, Volume: 68, Issue: 3, Pages: 345-357 |
| RelBib Classification: | AH Religious education KBF British Isles RF Christian education; catechetics |
| Further subjects: | B
Religious Education
B initial teacher education B Knowledge |
| Online Access: |
Presumably Free Access Volltext (Resolving-System) |
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| 520 | |a Recommendation 6 of the Commission on Religious Education’s Final Report has focused attention on teacher preparation in England for Religious Education (RE) during primary Initial Teacher Education (ITE). It recommends at least twelve hours for ‘all forms of primary ITE’, challenging the current provision of many primary ITE providers. Information gathered by the National Association of Teachers of Religious Education (NATRE) and others demonstrates the need to improve not only the hours taught, but also the quality of provision across all training routes. Many beginner teachers lack confidence in their RE subject knowledge and fear causing offence. If RE is to play a valid part in a twenty-first century primary curriculum, training needs to address these concerns and develop understanding of the complex knowledge the subject requires. This paper explores aspects of knowledge in RE, the importance of relating developing practical wisdom to subject knowledge and considers a project which responds directly to the Commission’s report. | ||
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