"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...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
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| Veröffentlicht: |
2025
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| In: |
Journal of Religious Education
Jahr: 2025, Band: 73, Heft: 3, Seiten: 477-491 |
| weitere Schlagwörter: | B
Teachers with Other Specialisms
B Professional Development B Religious Education B Teacher quality B PCK in RE |
| Online-Zugang: |
Volltext (kostenfrei) |
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| 520 | |a 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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