"Going boldly" in RE: fellowships strengthening teaching in challenging times in England
In this paper, we highlight the transformative potential of a sustained, subject-specific professional development model for religious education (RE) teachers' "pedagogical and subject knowledge" in the form of a Teacher Fellowship, based on key aspects of an earlier model offered by...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
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| In: |
Journal of Religious Education
Year: 2025, Volume: 73, Issue: 3, Pages: 477-491 |
| Further subjects: | B
Teachers with Other Specialisms
B Professional Development B Religious Education B Teacher quality B PCK in RE |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | In this paper, we highlight the transformative potential of a sustained, subject-specific professional development model for religious education (RE) teachers' "pedagogical and subject knowledge" in the form of a Teacher Fellowship, based on key aspects of an earlier model offered by the Historical Association, and grounded in academic theology, dialogical pedagogy and collaborative inquiry. Through a pilot study, we demonstrate its potential to enhance teachers' subject confidence, promote deeper curricular reflection, and generate a renewed sense of professional purpose. While limited in scale, the findings support a replicable and scalable solution which addresses critical challenges in RE - particularly the growing reliance on non-specialist teachers and the subject's marginalisation in national educational priorities. |
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| ISSN: | 2199-4625 |
| Contains: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-025-00279-y |
