Teacher training for religious education: Engaging academics through the Dialogical Self Theory
Background: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the f...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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AOSIS
2019-03-01
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| Series: | Transformation in Higher Education |
| Subjects: | |
| Online Access: | https://thejournal.org.za/index.php/thejournal/article/view/50 |
| _version_ | 1818013419702321152 |
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| author | Cok Bakker Ina ter Avest |
| author_facet | Cok Bakker Ina ter Avest |
| author_sort | Cok Bakker |
| collection | DOAJ |
| description | Background: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition.
In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE.
Aim: The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum – the ‘old’ one – and the new curriculum to be developed, in the context of the Dutch plural society.
Setting: Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands.
Methods: For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals’ own and their colleagues’ positionality regarding teaching RE.
Results: Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis.
Conclusion: Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum. |
| first_indexed | 2024-04-14T06:32:55Z |
| format | Article |
| id | doaj.art-cbc315c4954844be9e5c4f769193449e |
| institution | Directory Open Access Journal |
| issn | 2415-0991 2519-5638 |
| language | English |
| last_indexed | 2024-04-14T06:32:55Z |
| publishDate | 2019-03-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Transformation in Higher Education |
| spelling | doaj.art-cbc315c4954844be9e5c4f769193449e2022-12-22T02:07:33ZengAOSISTransformation in Higher Education2415-09912519-56382019-03-0140e1e910.4102/the.v4i0.5028Teacher training for religious education: Engaging academics through the Dialogical Self TheoryCok Bakker0Ina ter Avest1Research Group Normative Professionalisation in Higher Education, Utrecht University of Applied Sciences, Utrecht, the NetherlandsFaculty of Behavioral and Movement Sciences, Vrije University, Amsterdam, the Netherlands; and, Research group ‘Philosophy of Life and/in Education’, Inholland University of Applied Sciences, Amstelveen, the NetherlandsBackground: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE. Aim: The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum – the ‘old’ one – and the new curriculum to be developed, in the context of the Dutch plural society. Setting: Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands. Methods: For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals’ own and their colleagues’ positionality regarding teaching RE. Results: Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis. Conclusion: Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum.https://thejournal.org.za/index.php/thejournal/article/view/50religious educationteacher trainingacademics’ positionalitynormative professionalismDialogical Self TheoryValuation Theory |
| spellingShingle | Cok Bakker Ina ter Avest Teacher training for religious education: Engaging academics through the Dialogical Self Theory Transformation in Higher Education religious education teacher training academics’ positionality normative professionalism Dialogical Self Theory Valuation Theory |
| title | Teacher training for religious education: Engaging academics through the Dialogical Self Theory |
| title_full | Teacher training for religious education: Engaging academics through the Dialogical Self Theory |
| title_fullStr | Teacher training for religious education: Engaging academics through the Dialogical Self Theory |
| title_full_unstemmed | Teacher training for religious education: Engaging academics through the Dialogical Self Theory |
| title_short | Teacher training for religious education: Engaging academics through the Dialogical Self Theory |
| title_sort | teacher training for religious education engaging academics through the dialogical self theory |
| topic | religious education teacher training academics’ positionality normative professionalism Dialogical Self Theory Valuation Theory |
| url | https://thejournal.org.za/index.php/thejournal/article/view/50 |
| work_keys_str_mv | AT cokbakker teachertrainingforreligiouseducationengagingacademicsthroughthedialogicalselftheory AT inateravest teachertrainingforreligiouseducationengagingacademicsthroughthedialogicalselftheory |