The intent of this paper is to demonstrate how the development of research-based modelling can assist teachers and decision-makers in making improvements to the processes of curriculum implementation. The paper presents a model of teacher formation based upon findings from a two-year study on the responses of recently assigned Religious Education (RARE) teachers in Catholic secondary schools within Western Australia. Data from the study provided evidence that these teachers experienced deepening layers of personal and professional growth as they implemented a newly drafted RE Curriculum. The model provides a framework that caters for the desire of RARE teachers to be competent classroom managers and for their vocational aspirations about becoming highly respected specialist RE teachers. These desires were related to teachers’ concerns about the RE curriculum as well as the positive social relationships they developed with students and colleagues alike. Coping with these concerns effectively was invaluable to their personal and professional esteem. The model described here draws upon the work of educational change researchers such as Fuller, Fullan, and Jacobs. Such a model may be useful in improving the processes of curriculum implementation in Religious Education by considering the legitimate concerns of RARE teachers.


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