Key action II: Cooperation for innovation and the exchange of good practices -> Strategic partnerships in the field of Education, Training and Youth

University of Aberdeen

School of Education

Scotland

University College London

Institute of Education

England

Università di Torino /

Italy

Staatliches Seminar für

Didaktik und Lehrerbildung

(Gymnasien) Tübingen /

Germany

University of Karlstad /

Sweden

Comenius-Institut

Münster / Germany

Kirchliche Pädagogische

Hochschule Wien/Krems /

Austria

Year 1: 09/2015 - 08/2016

• Case studies about RE teacher education in participating countries and other material for the project

• READY website (www.readyproject.eu)

• Preparation of study visits in year 2

• Development of teaching modules on „Religion & Diversity“

Ready I

Ready II

Year 2: 09/2016 - 08/2017

• Groups of six („staff & learners“) spend one week at a partner organisation abroad, visit and document RE lessons, record interviews with teachers, pupils, persons responsible for RE

• Lesson sequences and teaching experiments on „Religion & Diversity“ in lower and upper secondary schools

• Video-recording of three lessons with subtitles and transcripts

• Two one day national conferences with international guests in London (03.2017) & Tübingen (10.2017)

Year 3: 09/2017- 08/2018

• Dissemination of products • READY website

(will be still accessible during the following years)

• Print publication • International two day multiplier event in

Vienna (late spring 2018)

READY

Religious Education and Diversity

STUDY VISITS Heinz Ivkovits Kirchliche Pädagogische Hochschule Wien/Krems Church University College of Teacher Education Vienna/Krems

• Getting acquainted with different cultural and religious traditions • Sharing experiences and ideas concerning diversity and plurality in school and

society

• Exchanging and further developing of religious pedagogical concepts

Purpose

Overall research question

• From the perspective of student teachers and educators (study visits)

• From the perspective of the pupils in the RE classes

(interviews, videography)

In how far does the respective organisational / didactic concept of RE support the pupils’ perspective of plurality and diversity

Key questions to be considered during the visits

• What models of RE do we find in the countries visited?

• How far do they promote and facilitate interreligious learning and dialogue?

• What quality criteria are applied?

• How do they appreciate religious, cultural and ethnic diversity and its richness?

• What recommendations can we formulate as a consequence?

Structure of exploration

Analysis Case studies in schools

& classrooms

Job shadowing Exploration Interviews & Observation

Documents Websites

Mission statements

Interaction Face-to-face encounters Interviews Videotapings

Reflection Analysis Documentation

Timeline

Year I A) Structured online communication between student teachers from always

two educational institutions in two European countries B) Development of a joint educational module on ‘Religion and Diversity’

Year 2 Groups of teacher educators and student teachers

A) observe RE lessons in a partner country for a week B) hold discussions with educational experts, trainee teachers, pupils and

stakeholders responsible for RE

Scientific concepts

Phenomenographical research

Ethnographic research

Critical incident analysis

Phenomenographical research (Theory of Variation)

• Learning takes places when there is difference against a background of sameness Help students to discern differences and therefore learn • Identify the aspects of the lesson content that are critical for students’

understanding (e.g. attitudes towards other religions) learning objects

indirect learning object refers to a certain skill or ability direct one to the learning content (concepts)

To see something from another perspective

• Learning about a context and the people living or working in it

• Understanding their values, needs, motivation or vocabulary

• Drawing conclusions and creating innovative solutions

• Method: Observation, interviews, video recording and job shadowing

Ethnographic research

Critical incident analysis

Tool for students or trainees to use with their teacher to identify learning needs, or to reflect more deeply about an issue or situation

• Incidents arising from cultural / religious differences or where there is a

problem of cross-cultural adaptation

• They expose a gap in understanding or cause learners to think differently

about something

• Situations may be positive and can serve as good practice or

negative by producing misunderstandings or even conflicts

Analysing a critical incident

It is useful to ask yourself questions such as

• Why do I view the situation like that?

• What assumptions have I made about the people involved or problem or situation?

• How else could I interpret the situation?

• What other action(s) could have been taken that might have been more helpful?

• What will I do if I am faced with a similar situation in the future?

Fieldwork

Monitoring Lesson

observation Interviews

Monitoring tasks

• What kind of diversity do you perceive?

• How is diversity addressed?

• RE-lessons: How are pupils involved in their religious / cultural

diversity?

• RE & Collective Worship: Is the existing religious diversity in this school

reflected in the forms of worship offered?

• Information will be collected through observation, interviews, video recording

and job shadowing

Diversity & Belonging

Lesson observations

• To identify and document certain previously defined learning objects in the

context of the project theme

• To explore and describe pupil/teacher behaviour, communication patterns

and interactions in the context of diversity

• To identify critical incidents or critical features in the context of diversity and

how teachers / pupils deal with them

Note: Analysis of lessons from a didactic or methodological perspective is not

the main aim of the observation phase

Purpose

Interviewing pupils

Whether

• they feel cared for and respected in their religious / cultural backgrounds

• they feel part of the school / classroom community in that respect (belonging)

• the RE classroom conditions are conducive to effective dealing with diversity

• the RE classroom conditions promote collaborative interreligious learning

• their RE promotes the development of openness towards and living and working

with people from other religions and cultures

Their voices and their experiences of diversity and plurality in RE classrooms

After the visits

• Dissemination of knowledge acquired, perspectives and information through

conferences, local and international networks and OER

• Development and dissemination of appropriate materials for education and in-

service-training

Exchanging innovative ideas and good practice

Evaluation

• FEELINGS

Ways in which my curiosity and interest were aroused (examples from ordinary daily school life, especially when they made me re-consider my own religion/culture)

• KNOWLEDGE The most important things I have learnt about dealing with religious/cultural variety at school The most important things I have learnt about the organisation of RE

• ACTIONS Critical incidents or features that can be related to the different religions/ cultures present in the classroom Examples of times when I had to ask questions and work out my own answers (to understand religious/cultural customs and beliefs)

www.readyproject.eu

Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasien) Tübingen www.seminar-tuebingen.de

Who are „we“?

“Dieu n’est pas dans la classe. On va laisser Dieu à l’exterieur!” “There is no place for God in the classroom. Let us leave him outside!”

Wer sind „wir“?