Exploring the worldview of teachers in Catholic schools and how this influences their classroom practice especially in religious education
Abstract
We would like to elevate the discussion of classroom practice in Catholic education. There has been a proper focus on many conceptual issues but there also needs to a rigorous reflection on how teachers move from a theoretical position to classroom praxis. These discussions needs to be cognisant of cultural changes especially in worldview of teachers.
Our initial focus is on empirical methods such as use of focus groups, interviews and participant observation. The departure point will be the various theoretical positions that have been adopted. For instance, a new curriculum has been approved and this sets out many expectations and goals. Our research would focus initially on how teachers go about realising the goals of the new curriculum. An important aspect of our work is providing formation and professional development to teachers who are at the "coalface", that is, who are in the classroom on a daily basis teaching. When we focus on the work that they do and how they can be supported and better understood their eyes "light up." For us this is a moment of grace, when we see the interest and the response of teachers when we address their work and all the opportunities and challenges that arise from this. It is as if the teachers look at you and say, "you are interested in what we do?"
- How do teachers implement a new religious education curriculum?
- How do they understand key concepts such as post critical belief and recontextualisation?
- How is their practice informed by their worldview?
- How do we understand worldview in relation to the life journey of the teacher?
Exploring the worldview of teachers in Catholic schools and how this influences their classroom practice especially in religious education
We would like to elevate the discussion of classroom practice in Catholic education. There has been a proper focus on many conceptual issues but there also needs to a rigorous reflection on how teachers move from a theoretical position to classroom praxis. These discussions needs to be cognisant of cultural changes especially in worldview of teachers.
Our initial focus is on empirical methods such as use of focus groups, interviews and participant observation. The departure point will be the various theoretical positions that have been adopted. For instance, a new curriculum has been approved and this sets out many expectations and goals. Our research would focus initially on how teachers go about realising the goals of the new curriculum. An important aspect of our work is providing formation and professional development to teachers who are at the "coalface", that is, who are in the classroom on a daily basis teaching. When we focus on the work that they do and how they can be supported and better understood their eyes "light up." For us this is a moment of grace, when we see the interest and the response of teachers when we address their work and all the opportunities and challenges that arise from this. It is as if the teachers look at you and say, "you are interested in what we do?"
- How do teachers implement a new religious education curriculum?
- How do they understand key concepts such as post critical belief and recontextualisation?
- How is their practice informed by their worldview?
- How do we understand worldview in relation to the life journey of the teacher?