Theory and practical experience as two sides of a coin
Students often complain that the content of their studies is not practice-oriented enough because they do not recognize the importance of theory. This theory-practice problem has long been discussed in teacher education. Explicit research on religious education (RE) is only just beginning. This arti...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer
2023
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| In: |
Journal of Religious Education
Year: 2023, Volume: 71, Issue: 1, Pages: 77-89 |
| Further subjects: | B
Learning-workshop
B Religious Plurality B Teacher-education B Theory-practice-problem B Gift to the child |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a Students often complain that the content of their studies is not practice-oriented enough because they do not recognize the importance of theory. This theory-practice problem has long been discussed in teacher education. Explicit research on religious education (RE) is only just beginning. This article tries to evince some connectors between theory and practice at the university level by means of a higher-education didactical model in the field of RE. For this purpose, a didactical course in RE called "learning workshop for religious didactics" in the curriculum of practical theology as a new format for university didactics was introduced. Within the framework of the accompanying research, both the teaching and the reflection on this teaching were recorded on video, and the students’ competences were analysed. This contribution aims to highlight specifically how this didactical model contributes to the increase in students’ theological and didactical skills and promotes their own activity and self-reflection in teaching lessons. Since the students’ teaching topic is "world religions", this model also contributes to their development in addressing religious plurality. | ||
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