Profession, professionalisation, professionality, professionalism — historical and systematic remarks using the example of German teacher education

Horn, Klaus‐Peter

doi:10.1080/01416200.2016.1139888

Cited by 15 publications

(9 citation statements)

References 7 publications

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“…In current UK research on Religious Education (RE), there are no published studies, other than our own (Freathy et al 2014;Freathy et al 2016), focusing specifically upon 'professionalisation' as defined as the historical and institutional processes by which teachers of RE, as a collective occupational body, assumed their specific professional shape and characteristics over time (Horn 2016). Professionalisation differs from three other related concepts.…”

Section: Rationalementioning

confidence: 99%

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The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

Freathy

Doney

2016

Journal of Beliefs & Values

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In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in nondenominational, state-maintained schools in England. It does so from the launch of Religion in Education (1934) and the Institute for Christian Education at Home and Abroad (1935) to the founding of the Religious Education Council of England and Wales (1973) and the British Journal of Religious Education (1978). Professionalisation is defined as a collective historical process in terms of three inter-related concepts: (1) professional self-organisation and professional politics, (2) professional knowledge, and (3) initial and continuing professional development. The article sketches the history of non-denominational religious education prior to the focus period, to contextualise the emergence of the professionalising processes under scrutiny. Professional self-organisation and professional politics are explored by reconstructing the origins and history of the Institute of Christian Education at Home and Abroad, which became the principal body offering professional development provision for RI/RE teachers for some fifty years. Professional knowledge is discussed in relation to the content of Religion in Education which was oriented around Christian Idealism and interdenominational networking. Changes in journal name in the 1960s and 1970s reflected uncertainties about the orientation of the subject and shifts in understanding over the nature and character of professional knowledge. The article also explores a particular case of resistance, in the late 1960s, to the prevailing consensus surrounding the nature and purpose of RI/RE, and the representativeness and authority of the pre-eminent professional body of the time. In conclusion, the article examines some implications which may be drawn from this history for the prospects and problems of the professionalisation of RE today.

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Section: Rationalementioning

confidence: 99%

“…Professionalisation differs from three other related concepts. 'Professionalism' refers to the structural and collective characteristics of teachers of RE as professionals at any given point in time (Horn 2016). 'Professionality' refers to the professional characteristics, skills and competencies that a professional teacher must acquire.…”

Section: Rationalementioning

confidence: 99%

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

Freathy

Doney

2016

Journal of Beliefs & Values

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“…These findings also resonate with the international multi-disciplinary debate on the place of religion in public life-or public square (Habermas 2008)-, and the related framings of political theology that demarcate discussions of secularity, secularism and secularization in religious education (Reimers 2019;Berger 1999;Bruce 2002;Casanova 1994Casanova , 2009Chaves 1994;Davie et al 2008;Habermas 2008;Habermas and Ratzinger 2008;Lewin 2017;Micklethwait and Wooldridge 2009;Stark 1999). To an extent, though that was not in focus here, these positionings may sometimes be entangled with the professionals' personal alignment to either a blend of theology (including denominational association) (Luodeslampi and Kuusisto 2017;Horn 2016;Vargas-Herrera and Moya-Marchant 2016) or a more confessionally-and critically-distanced religious studies oriented religious education (Barnes 2014;Baumfield 2016;Cush and Robinson 2014;Freathy et al 2016).…”

Section: Discussionmentioning

confidence: 98%

Why Teach about Religions? Perspectives from Finnish Professionals

Kuusisto

Gearon

2019

Religions

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Acknowledging recent research literature on professionalism and religious education across Europe, the article examines the scholars’ and senior professionals’ views on the curricula aims and objectives in religious education in Finland. Through asking the professionals’ views on the aims of RE in relation to supporting of child’s growth and development on one hand and the societal aims of RE on the other, the findings were thematically classified into the following categories. Firstly, the aims regarding the supporting of child’s growth and development were focused on literacy on religions and worldviews, increasing the understanding on oneself and others, personal growth, and the skills for global citizenship. From the societal perspective, RE was seen important for supporting the understanding as literacy, understanding as empathy, and competences for global citizenship. Finally, as regards the educational model of teaching about religions, these professionals held somewhat varied views. Some favoured an RE model based on teaching groups reflecting children’s own worldview affiliations, others supported whole-class instruction, and still others a hybrid model combining elements of both. However, the way in which the instruction is implemented and the position from which religions are examined in education were perceived to be in a key role in this, whatever the formal structures for instruction.

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“…This type of thinking is not geographically limited, as a considerable number of countries have proposed their own understandings of ideal teaching and teachers. Researchers from different regions have participated in the discussion of ideal images of teachers through analysis, recognition, and encouragement (Buchberger et al, 2000; Horn, 2016; Ingvarson, 1998; Mayer et al, 2005; Pupala et al, 2016). What this type of thinking can offer is the enrichment of our understandings of what effective teaching is, as well as practical suggestions for how to motivate and regulate teachers.…”

Section: Three Approaches To Inquiries Into Teacher Identitymentioning

confidence: 99%

Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas's Human Interests

Rensijing

Yin

2022

ECNU Review of Education

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Purpose This paper attempts to review and conceptualize how different scholars approach the research on teacher identity through the lens of three human interests defined by Jürgen Habermas. Design/Approach/Methods This literature review, guided by Habermas's three human interests, illustrates the characteristics of three different approaches to the inquiry into teacher identity. Findings This paper summarizes three approaches to researching teacher identity and their characteristics, namely the technical approach, the practical approach, and the critical approach. The implications for future research and teacher development are also discussed. Originality/Value Through incorporating Habermas's three human interests into teacher identity inquiries, this article offers a theoretical narrative review of the approaches to investigating teacher identity. Strengths and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion on teacher identity research.

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Profession, professionalisation, professionality, professionalism — historical and systematic remarks using the example of German teacher education

Cited by 15 publications

References 7 publications

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

Why Teach about Religions? Perspectives from Finnish Professionals

Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas's Human Interests

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