Innenansichten des Referendariats. Wie erleben angehende Religionslehrer/innen an Grundschulen ihren Vorbereitungsdienst? Eine empirische Untersuchung zur Entwicklung (religions) pädagogischer Handlungskompetenz

Innenansichten des Referendariats. Wie erleben angehende Religionslehrer/innen an Grundschulen... © Koninklijke Brill NV, Leiden, 2009 DOI: 10.1163/157092509X437242 Book Reviews Englert, R., Porzelt, B., Reese, A. & Stams, E. (2006). Innenansichten des Referendariats. Wie erleben angehende Religionslehrer/innen an Grundschulen ihren Vorbereitungsdienst? Eine empirische Untersuchung zur Entwicklung (religions)pädagogischer Handlungskompetenz . [Forum Th eologie und Pädadogik, bd 14]. Berlin: LIT Verlag. ISBN 978-3-8258-9189-5. Empirical studies of primary school religious education are fairly rare compared with those of the practice in secondary schools. Th e same applies to the teacher’s role in it, while very little is known about how to train teachers of religious education at primary school level. Th e exploratory study by Englert, Porzelt, Reese, Stams and their co-workers fulfi ls this need. Th ey seek to determine how future teachers themselves envisage developing their religio-pedagogic competence to shape religious education in Catholic primary schools. Th e study is interesting, thorough, comprehensive, ambitious and stimulates further research. Th e content is structured around concepts like training, competence, professional- ism, professional biography, religious socialisation, self-perception and job satisfac- tion. Th e concepts are explained in the introductory chapter. Th e participants are students (“Referendar/innen”), who, after completing their academic training, did a two-year course to equip them for their http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Empirical Theology Brill

Innenansichten des Referendariats. Wie erleben angehende Religionslehrer/innen an Grundschulen ihren Vorbereitungsdienst? Eine empirische Untersuchung zur Entwicklung (religions) pädagogischer Handlungskompetenz

Journal of Empirical Theology, Volume 22 (1): 103 – Jan 1, 2009

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Publisher
Brill
Copyright
© 2009 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0922-2936
eISSN
1570-9256
D.O.I.
10.1163/157092509X437242
Publisher site
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Abstract

© Koninklijke Brill NV, Leiden, 2009 DOI: 10.1163/157092509X437242 Book Reviews Englert, R., Porzelt, B., Reese, A. & Stams, E. (2006). Innenansichten des Referendariats. Wie erleben angehende Religionslehrer/innen an Grundschulen ihren Vorbereitungsdienst? Eine empirische Untersuchung zur Entwicklung (religions)pädagogischer Handlungskompetenz . [Forum Th eologie und Pädadogik, bd 14]. Berlin: LIT Verlag. ISBN 978-3-8258-9189-5. Empirical studies of primary school religious education are fairly rare compared with those of the practice in secondary schools. Th e same applies to the teacher’s role in it, while very little is known about how to train teachers of religious education at primary school level. Th e exploratory study by Englert, Porzelt, Reese, Stams and their co-workers fulfi ls this need. Th ey seek to determine how future teachers themselves envisage developing their religio-pedagogic competence to shape religious education in Catholic primary schools. Th e study is interesting, thorough, comprehensive, ambitious and stimulates further research. Th e content is structured around concepts like training, competence, professional- ism, professional biography, religious socialisation, self-perception and job satisfac- tion. Th e concepts are explained in the introductory chapter. Th e participants are students (“Referendar/innen”), who, after completing their academic training, did a two-year course to equip them for their

Journal

Journal of Empirical TheologyBrill

Published: Jan 1, 2009

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