ResearchOnline@ND

Authors

Chris Hackett, University of Notre Dame AustraliaFollow

Title

The Role of Experiential Content Knowledge in the Formation of Beginning RE Teachers

Document Type

Article

Publication Date

2010

Abstract

This article discusses the role of experiential content knowledge as an essential component to the formation of beginning RE teachers. The article initially outlines the meaning and parameters of experiential content knowledge and its relationship to the teaching of Religious Education in Catholic schools. An exploration of how this experiential content knowledge may be recognised is described with reference to the perceptions of a purposive sample of beginning RE teachers in Catholic secondary schools in Western Australia. The article then discusses the links between experiential content knowledge and developing a sense of vocation towards teaching Religious Education.

Comments

The Journal of Religious Education is published by the School of Religious Education, Australian Catholic University, and may be accessed here

The Journal of Religious Education may be accessed from the National Library of Australia here

Recommended Citation

Hackett, C. (2010). The role of experiential content knowledge in the formation of beginning RE teachers. Journal of Religious Education, 58(1), 38-49.