RE student teachers’ professional development: results, reflections and implications

Ubani, Martin

doi:10.1080/01416200.2016.1139893

Cited by 9 publications

(15 citation statements)

References 15 publications

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“…This question lies at the heart of the current study which is concerned primarily with teachers' understanding(s) of 'understanding' in RE in England. In line with a growing global interest in the professional development of pre-service RE teachers (Ubani 2016), this study focuses specifically on pre-service secondary school teachers' construals of understanding in RE.…”

Section: Why Does This Matter?mentioning

confidence: 99%

“…The focus on pre-service teachers meant that participants' views were being elicited at a seminal point in their teaching career. The period of initial teacher education (ITE) has been found to be highly significant in the development and shaping of teachers' professional identity, knowledge and practice (Beauchamp and Thomas 2011;Chong 2011;Flores 2014;Flores and Day 2006;Tang 2014;Ubani 2016).…”

Section: Why Does This Matter?mentioning

confidence: 99%

“…The domain specificity of understanding was one of the issues explored by these participants. As illustrated in Figure 2 below, there was a general consensus that understanding in RE was significantly different to understanding in Science but shared similar characteristics with the Arts and Humanities (see also Ubani 2016).…”

Section: To What Extent Are These Construals Of Understanding Re Specific?mentioning

confidence: 99%

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Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education

Walshe

2020

British Journal of Religious Education

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Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers' construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers ('understanding is SEEING'; 'understanding is CONSTRUCTING'; 'understanding is GRASPING'), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.

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Section: Why Does This Matter?mentioning

confidence: 99%

Section: Why Does This Matter?mentioning

confidence: 99%

Section: To What Extent Are These Construals Of Understanding Re Specific?mentioning

confidence: 99%

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Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education

Walshe

2020

British Journal of Religious Education

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“…The RE teachers' and student teachers' professionalism and their development have been researched before in Finland (Ubani, 2012a(Ubani, , 2012b(Ubani, , 2016Kallioniemi, 1997;Hella, 2007) and internationally Ziebertz & Riegel, 2009;Bakker & Heimbrock, 2007). For instance, Räsänen's and Ubani's (2008) comparative study showed how Finnish RE teachers when compared to RE teachers in many European countries were particularly open to dialogue and inclusive regarding the recognition of multiculturalism, pluralisation and diversity.…”

Section: St Century Skills As Well As Re and Developing Teacher's Professionalismmentioning

confidence: 99%

21st Century Skills and Finnish Student Teachers’ Perceptions about the Ideal RE Teacher Today and in the Future

Viinikka

Ubani

Lipiäinen

et al. 2019

IJLTER

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This study investigates religious education (hereinafter referred to as "RE") student teachers' perceptions about what constitutes a successful teacher in the next 20-30 years. The study focuses on RE student teachers in teacher education in Finland. The students were studied in the light of a 21st century skills framework. The data were gathered using a questionnaire (N=43) and interviews (n=8). The analysis of the interviews was deductive content analysis with a quantification of the results. There were several results from the study. For instance, the RE student teachers' expectations of professional development are connected to their perceptions of the task requirements. The RE student teachers perceived all kinds of interaction skills as an essential part of RE teacher competence in the future along with dialogue skills. The RE student teachers also emphasised learning to learn and critical thinking skills as the core skills of a successful RE teacher in the future. The participants seemed to highlight all the different literacy skills (information, media, technology and religious) as the core skills of a successful RE teacher. Especially religious literacy was considered to be a key skill in the competence of the RE teacher in the future.

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“…Reflection is a concept frequently used in teacher education since the 1980s (Ubani, 2016). Not even in research, it is always explained, which can be problematic because there are many ways to interpret and understand the concept.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reflecting and Verbalizing Teaching – Supported by Didactic and Digital Tools

Cronqvist

2019

Beijing Int. Rev. Educ.

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In teacher education, it is problematic to intertwine theory and practice. It is also problematic that student teachers lack self-awareness about what values they express in their meetings with pupils. They need to reflect and verbalize their teaching experiences. In this article, results from a study in teacher education are presented from a development work where a combination of a didactic tool that visualizes ethics in teaching and a digital tool, video paper is tried. The purpose is to investigate how this combination can stimulate student teachers´ reflections on their teaching during their internship and through follow-up in the campus course. Findings indicate that the tools in themselves are not enough to bridge theory and practice. However, the tools can be helpful to teacher educators. Reflections presented in video papers are quite different in content, range and depth which are visualized through the questions of the didactic tool and by different typologies for reflection. The reflections show that there are many ways to verbalize ethics which raises questions about what it really means to visualize ethics.

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RE student teachers’ professional development: results, reflections and implications

Cited by 9 publications

References 15 publications

Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education

Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education

21st Century Skills and Finnish Student Teachers’ Perceptions about the Ideal RE Teacher Today and in the Future

Reflecting and Verbalizing Teaching – Supported by Didactic and Digital Tools

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