27 SES 05.5 PS, General Poster Session
General Poster Session, Chaired by Convenors of NW 27
In the Croatian educational system in the 1990s, religious education of all confessions became a part of the Croatian school curriculum, where education legislative permits confessional religious education in preschool, primary and secondary education, as an elective subject. Some studies indicate that around 87% of primary and 80% of secondary school students take the course every school year (Razum, 2009).
Religious education teachers, like all other schools teachers, have a significant and influential role in achieving their subjects’ curriculum goals and objectives (Darling-Hammond, 2012). Teachers' professional formation, which takes place at theological university departments and theological institutes, should provide them with theoretical knowledge and the needed teaching competence and expertise. Furthermore, Catholic education teachers in daily school work should implement theologically-based teaching and, provide their students with a genuine religious experience (Hackett, 2009; Pépin, 2009).
The question to what extent the completed formal teacher education programs prepares the teachers for the challenging school environme nt is always an intriguing one (Darling-Hammond, 2006) and the present study deals with some of them. The main aim of the present study was to examine the quality of religious education in Croatian primary schools when assessed from teachers’ perspective, where we want to explore how teachers perceive impact of different factors on the existing quality of religious education in primary schools, how satisfied they are as religious education teachers in current Croatian educational system and which expectations they have about religious education in future. In addition, the import aim of the present study is to identify possible latent dimensions of teachers’ opinions, expectations and satisfaction and to test their interrelatedness and stability.
Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of. Teacher Education, 57(3), 300-314. doi: 10.1177/0022487105285962 Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programmes. San Francisco, CA: Jossey‐Bass . Hackett C. (2009). What is the best and most special about teaching Religious Education? Journal of Religious Education, 57(1), 14-24. Pépin, L. (2009). Teaching about Religions in European School Systems: Policy Issues and Trends–NEF Initiative on Religion and Democracy in Europe. London: Alliance Publishing Trust. Razum, R. (2009). Vjeronauk između tradicije i znakova vremena: suvremeni izazovi za religijskopedagošku i katehetsku teoriju i praksu [Religions education between tradition and signs of the times. Challenges for religious pedagogical and catechetical theory and practice]. Zagreb: Glas Koncila. Ziebertz, H.G. & Riegel, U. (2009). (Ed.). How Teachers in Europe teach Religion. An International Empirical Study. Münster: LIT Verlag.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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