*RE teacher – teacher traine / Θεολόγος εκπαιδευτικός, επιμορφωτής εκπαιδευ- τικών

Έκδοση / Published:  Τόμος 2ος, Τεύχος 2ο [ Οκτώβριος 2019 ] / Vol. IΙ, Issue 2 [ October 2019 ]

Σελίδες / Pages:  47-59

Κατηγορία / Category:  Άρθρο με διπλή κριτική αξιολόγηση / Peer-reviewed article

DOI:  http://doi.org/10.30457/031120194

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Περίληψη / Abstract

Religious Education (RE) curricula in Greece, have changed from catechism to literacy. Greek society –and the RE stakeholders- have not necessarily followed RE aims changes with the same pace. Following the absence of formal in-service training, RE teachers form a personal teaching theory based on personal conceptions, often affected by the controversy between teaching from, about and for religion. A solid teacher theory is needed to safeguard RE teachers from influence and ambiguity, in order to meet the educational needs of students in the Greek, rapidly changing society. In this article, in order to propose the principles of transformative knowledge, as a suitable tool for teacher training addressed to RE teachers themselves, meeting the need of strengthening their teaching theory, we conducted a single session training research on 8 RE experienced teachers, using arts, investigating participants answers on the purpose of the RE teaching from the RE teacher’s point of view. The research shows the need of strengthening RE teachers’ teaching theory, as well as further research for deeper investigation of the special training needs of RE teachers in Greece.

Λέξεις κλειδιά / Keywords

Religious Education, teacher training, transformative knowledge, education through arts.

Βιβλιογραφική αναφορά / Reference:

Vallianatos, A. (2019). A reflective RE teacher training in Greek context. Θρησκευτική Εκπαίδευση / Greek Journal of Religious Education, 2(2), 47-59, DOI: 10.30457/031120194

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