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This paper examines the perspectives of Greek theologians regarding their professional identity and the pedagogical approach of Religious Education (RE) in the present day (2021), drawing comparisons with the research conducted by Al. Stavropoulou and St. Koumaropoulou in 1997. The study was conducted in the year 2021, with a sample of 302 theologians-educators. The study employed a questionnaire as the primary data collection instrument, utilising closed-ended questions of the Likert scale type. The obtained data was subsequently analysed using the statistical software SPSS Statistics 20. The findings of the study indicate that a significant proportion of theologians-educators saw their function in schools to encompass scientific, pedagogical, and social dimensions. This is a departure from the past understanding of their role, which primarily emphasised spiritual, catechetical, and social aspects. The instructional approach employed appears to be dialogical in nature, encompassing the teaching of world religions. They declare that they follow the confessional type of the RE encompassing the instruction of Orthodox Christian Dogma as well as other religious traditions. The decision made by individuals is influenced by their age, as individuals who are closer to middle age (between 40 and 50) tend to opt for the confessional type. Notwithstanding the constraints imposed by the sample size and the absence of statistical robustness in the 1997 survey, the findings underpin the significance of personal theory in the realm of educational practice and the adoption of novel educational approaches. Additionally, they shed light on the evolution of self-perceptions among theologian-educators over the past three decades.
Theologian, Religious Education, Personal Theory, professional self-determination, Social role
Kornaraki, E. (2023). The perceptions of Religious Education Teachers regarding their role in School [Οι αντιλήψεις των Θεολόγων-Εκπαιδευτικών για τον ρόλο τους στο Σχολείο]. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση/Greek Journal of Religious Education, 6(1), 88-108. DOI: 10.30457/0601235