Key action II: Strategic partnerships for school education ......Guidelines for online communication...
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Transcript of Key action II: Strategic partnerships for school education ......Guidelines for online communication...
Key action II:
Strategic partnershipsfor school education
“Cooperation for innovation and the exchange of good practices”
READY - Religious Education and DiversityPartner Institutions
University of AberdeenSchool of EducationScotland
University of London School of Education England
Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasien) Tübingen / Germany
University of Karlstad / Sweden
Comenius-Institut Münster / Germany
Kirchliche Pädagogische Hochschule Wien-Krems / Austria
Staatliches Seminar für Didaktik & Lehrerbildung (Gymnasien) Tübingen
www.seminar-tuebingen.de
Department II / Subject Group:Religion – Ethics– Philosophy & Music
Ethics / Philosophy
Christoph Schilling, Marcel Remme & Kai Voss
Protestant RE Birgit Maisch-Zimmermann & Uta Knoerzer
Catholic RE Uta Hauf
MusicFrançois Förstel
Peter Kliemann
… is not an academicresearch project …
… does not intendto providelesson plansfor tomorrow morning
… is not a competition:
„Whichnational systemof teaching RE is the best one?“
Key action II:
Strategic partnershipsfor school education
“Cooperation for innovation and the exchange of good practices”
Ready I
Ready II
Presenter
Presentation Notes
Subdivision of 2-3 student teams (consisting of some 3-5 students) of the various institutions. In order to getting to know each other they were exchanging questions: age, educational/professional experience, religious/denominational belonging etc. Here, they already were confronted with the very different systems of the participating countries which was especially a challenge for their upcoming work. These teams would devise lesson sequences on Religion & Diversity and try those out in their schools. Always keeping in mind that the systems are very different. For example, one of the first sequences was on “refugees” where one of the Austrian teams outlined possibilities to link this currently rather burning topic with the escape narratives of the Bible.
Online exchange about teaching RE and becoming an RE teacher
Guidelines for online communication & using the eTwinning platform(= “intellectual output 1“)
Working on case studies about RE and RE teacher educationin different European countries (= “intellectual output 3”)
Preparing study visits of year 2 / Guidelines for study visits(= “intellectual output 2“)
Developing and exchanging lesson plans on Religion and Diversity (guidelines = “intellectual output 4”)
RE run by faith communities or by the state?
Neutrality or impartiality?
RE as a safe space?
‘We‘ and the ‘others‘ …
Religious vsnon-religiouswordviews?
Critical thinking orteaching to the test?
Learning about – learning from?
Overview or deep drilling?
‘Truth claims‘?
STUDY VISITSIntellectual output 2
CONCEPT – OBJECTIVES
OBSERVATION – ANALYSIS – EVALUATION
HEINZ IVKOVITS
CHURCH UNIVERSITY COLLEGE OF EDUCATION VIENNA / KREMS
2017
In how far do the respective organisational / didactic concepts
of RE support the pupils’ perspective of plurality and diversity?
Religious Education - Sitting in the same boat?
Objectives
• Teacher trainees and educators as a learning community
• Sharing of experiences between people with different religious, cultural and pedagogical background
• Practical acquaintance with cultural and religious traditions
• Insights into and exchange of religious pedagogical concepts of RE
Cooperation & networking
Structure of exploration
Analysis Case studies in schools & classrooms
Job shadowingExploration Interviews & Observation
Documents WebsitesMission statements
Interaction Face-to-face encounters Interviews Videotapings
Reflection Analysis Documentation
Underlying concepts
Phenomenographic
Identification of differences against a background of
sameness
Ethnographic
Learning about a context and the people living or working
in it
Understanding their values, needs, motivation or
vocabulary
Critical incident analysis
(Overlapping situations)
Incidents arising from cultural / religious
differences or where there is a problem of cross-cultural adaptation
Flanagan 1954
Monitoring tasks
• What kind of diversity do you perceive?• How is diversity addressed?• RE-lessons: How are pupils involved in their religious / cultural diversity?• RE & Collective Worship: Is the existing religious diversity in this school
reflected in the forms of worship offered?• Information will be collected through observation, interviews, video recording
Diversity & Belonging
Lesson observations
• To explore and describe pupil/teacher interaction,
and communication patterns in the context of diversity
• To identify critical incidents or overlapping situations in the context of diversity and how
teachers/pupils deal with them
Purpose
Note: Analysis of lessons from a didactic or methodological perspective is not the main aim of
the observation phase
Lesson topic: possible triggers of war (with R. Singh)
Very large room, 29 kids mixed, some girls wearing turbans. Huge plasma screen,whiteboard on side, some students with their backs to it.
„R + N + E + I = W“ (Religion + Nationalism + Economics + Ideas = War)
In the lesson, there was a lot of “ex-cathedra teaching”, but the pupils are always giventhe opportunity to exchange ideas or write their own opinions. Singh gave manyexamples of the trigger for wars, from the region of India, but also Europe and Africa.
He knew that different relig ions are represented in the class, but he didn’t knowwhich pupil has which relig ious affiliation.
Anette teaches in 6 different classes. In RE she wants to describe a little how it is to be part of a specific religion. Her special T-shirt refers to world religions.
On her necklace she wears a cross, which symbolizes the topic of the following lesson.
Her coffee-cup in the stuff-room, where we met and got a first impression of the school, shows the mosaic of Tabgha, with the 5 breads and the 2 fish. She bought it during a trip to Israel.
Evaluation - Logbook
• FEELINGSWays in which my curiosity and interest were aroused (examples from ordinary daily school life, especially when they made me re-consider my own religion/culture)
• KNOWLEDGEThe most important things I have learnt about dealing with religious/cultural variety at schoolThe most important things I have learnt about the organisation of RE
• ACTIONSCritical incidents or features that can be related to the different religions/cultures present in the classroom Examples of times when I had to ask questions and work out my own answers (to understand religious/cultural customs and beliefs)
Concluding your observations, do the observed RE lessons facilitate the dialogue betweenstudents of different faiths in this school?
Not at all, as the teachers do not seem to be interested in the different faiths of their pupils. One told usthat he himself does not believe in God. For him it is easier not to know the belief of his pupils and hedoes not know any facts about the family or religious background of the pupils.
Logbook excerpts
I think it is not possible to convert this system to Austria one-by-one. Firstly, the school systemhas a different structure; and secondly, access to one's religion/denomination seems to get lost. Asan ideal, I would prefer a dual system: Religious Education (focus: ethics, basics, interrelatedness...) as a compulsory subject for all and confessional education in the ratio 50:50. So the pupils canlearn together, with and from “the others”, but in the second phase it also can sharpen theunderstanding of one’s own religion/denomination.
