This paper examines findings from a large-scale Templeton World Charity Foundation-funded research project exploring primary and secondary beginning teachers' perspectives on science/religion encounters in classrooms in England. It considers the implications for practice within schools and universities engaged in initial teacher education (ITE).

Our research question is: What are the experiences of beginning secondary science teachers and beginning primary teachers in planning for and responding to science/religion encounters in the classroom? The paper intends to stimulate discussion on the implications of the research for ITE across Europe. We invite conference delegates to discuss how student teachers can best be prepared to plan for and manage encounters between science, religion and the broader humanities. Whilst there has been some focus on teachers' approaches to such encounters (Hall et al. (2014); Subedi, 2006; Mansour, 2015), little previous research addresses beginning teachers' experiences of science/religion encounters.

Science teachers across Europe face the challenge of engaging learners with diverse religious and non-religious beliefs and promoting science as a worthwhile career. Learners' religious beliefs and values can influence attitudes to science education and interpretations of scientific theories and evidence (Mansour, 2015), particularly aspects concerning life's origins. In an increasingly fragmented world, teachers need to respect learners' individuality whilst fostering open-mindedness, respect for evidence and the critical thinking skills required to investigate scientific theories. Teachers, however, may lack knowledge or even hold stereotypical views about religions other than their own (Subedi, 2006). Should learners perceive that science conflicts with or is independent of religion (Barbour, 2000), they may feel marginalised if their religious beliefs and values are compromised or are at odds with accepted science worldviews taught.

Unless teachers are sensitive to and acknowledge the different worldviews in the classroom, learners are left to make sense of the science-religion relationship. They face challenges in considering how their religious beliefs relate to science when tackling controversial issues concerning gender and evolution. There is a recognised need for teachers to challenge scientism amongst some learners, to ensure they understand the limits of scientific methods and do not disregard non-scientific ideas (Astley and Francis, 2010; Reiss, 2008). Engaging with beginning teachers' prior epistemological assumptions and presumptions during their ITE is crucial to support teachers in handling potentially sensitive science/religion encounters.

In England, religious education and science are statutory subjects in the school curriculum; The Religious Education Council of England and Wales (2013) promotes exploration of the ideas and insights about the nature, significance and impact of religions and worldviews and suggest that learners should debate why some people consider science and religion to be incompatible. Although the Science National Curriculum emphasises the social and economic aspects of science (DfE, 2015), this is often delivered by the wider curriculum. Religious education teaching, however, differs across European countries and may not be taught at all. Despite such variations, ultimate issues relating to

morality, origins, sustainability and climate change can be taught across all European countries and will ultimately enable citizens of the future to make important lifestyle choices. Teachers need preparation to teach these topics and how to acknowledge moral and ethical issues in the science classroom.

Increased immigration across Europe, whether from Muslim countries or Eastern Europe, has contributed to more fundamental religious views and negative attitudes towards particular religious views, such as Islam (Subedi, 2006). Biesta et al. (2018) argue that religious literacy the responsibility of all curriculum teachers, not just Religious Education teachers. Religion, beliefs and values are part of human life, and science teachers need to engage learners with diverse worldviews in a respectful manner and promotes respect for religions and challenges stereotypical views.

The research employed both qualitative and quantitative approaches to data collection. Seventy-Five initial teacher education (ITE) students from 6 universities participated in 17 focus groups; Seven with primary education student teachers, seven with student RE student teachers and three with student science teachers. Contacts with ITE tutors facilitated a consistent approach to student-teacher recruitment. More RE students answered the call, leading to a discrepancy in the numbers of each kind of participant across the sample. The focus group protocol was drawn from a review of relevant literature, exploring five main aspects of science/religion encounters in the classroom. The university ethics committee agreed on a robust ethical framework to ensure participants' informed consent, anonymity and the appropriate safeguarding of data (BERA, 2018). Ethical approval was in place before data collection. Data from the focus groups was analysed and coded. This process identified various codes related to student experiences, which were then grouped into themes. The themes identified were a collection of similar data on similar topics, often semantic and explicitly expressed in the data (Braun and Clarke, 2006). A semi-structured online survey with over 70 items was shared with ITE providers across England between March 2021 and June 2021. It was also shared with practising teachers using alumnae networks and social media. The survey targeted responses from early career teachers of science and RE, defined as either preservice training or their first two years post-qualification. A total of 949 teachers accessed the survey. Four hundred eighty-six early career teachers completed over 50% of the survey (324 primary; 76 secondary science; 86 secondary RE). It was considered an appropriate level to be included in the analyses for this paper. Online survey participants agreed they had read an information sheet about how data would be used, stored and reported. Upon completing the online survey, participants could choose to be entered into a draw to win vouchers. This incentive intended to publicise the survey in a period when teachers were under pressure due to the lockdown. The survey included sections on confidence and competence, experiences of planned and unplanned science/religion encounters, knowledge of science and religion and barriers and facilitators to teaching science/religion encounters.

This paper discusses the findings from the student-teacher focus groups, beginning secondary science teachers and beginning primary teachers in the survey. Whilst beginning teachers reported limited experience in engaging with science/religion encounters, all aspired to plan for more science/religion encounters in their classrooms. Primary teachers were the most aspirational. Perceived barriers to planning for science/religion encounters included a lack of knowledge about religions, the purposes of religious education and confidence. Primary teachers experienced anxiety about parents' and senior leaders' responses to such encounters. A central issue of concern was student teachers' access to sources of support. When asked where they might go for advice in teaching science/religion encounters, only half of the beginning teachers reported asking a university tutor or a school mentor for support. Instead, they were more likely to access internet video resources to seek new subject knowledge. Focus group data enriched the survey findings. Student teachers had limited opportunities to plan for cross-disciplinary learning or observe the teaching of science/religion encounters by more experienced teachers. Furthermore, secondary science student teachers encountered a lack of collaboration between science and religious education teachers. All reported little experience in addressing questions that crossed disciplinary boundaries. The findings raise questions for initial teacher education provision across Europe, where science teachers may experience different science/religion encounters within their unique classroom contexts. We consider the importance of including opportunities that promote the building of cross-disciplinary encounters in initial teacher education. Models of curriculum planning and inclusive pedagogies should support beginning teachers in managing such encounters. Student science teachers need support to develop competence and confidence in exploring questions and managing discussions around sensitive and controversial issues that cross subject boundaries. The findings indicate the importance of promoting dialogue between student teachers in multicultural, diverse Europe to promote inclusive cultures and pedagogical practices.

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