• Login
    View Item 
    •   NWU-IR Home
    • North-West University Journals
    • Transformation in Higher Education
    • Transformation in Higher Education: Vol 4 2019
    • View Item
    •   NWU-IR Home
    • North-West University Journals
    • Transformation in Higher Education
    • Transformation in Higher Education: Vol 4 2019
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Teacher training for religious education : engaging academics through the Dialogical Self Theory

    Thumbnail
    View/Open
    Bakker C_Teacher training.pdf (408.7Kb)
    Date
    2019
    Author
    Bakker, Cok
    Ter Avest, Ina
    Metadata
    Show full item record
    Abstract
    Background: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE. Aim: The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum – the ‘old’ one – and the new curriculum to be developed, in the context of the Dutch plural society. Setting: Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands. Methods: For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals’ own and their colleagues’ positionality regarding teaching RE. Results: Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis. Conclusion: Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum.
    URI
    http://hdl.handle.net/10394/39953
    https://doi.org/10.4102/the.v4i0.50
    Collections
    • Transformation in Higher Education: Vol 4 2019 [13]

    Copyright © North-West University
    Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of NWU-IR Communities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisor/SupervisorThesis TypeThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisor/SupervisorThesis Type

    My Account

    LoginRegister

    Copyright © North-West University
    Contact Us | Send Feedback
    Theme by 
    Atmire NV