Synopsis
This book brings together a group of teachers and teacher educators who have researched their own students' learning in schools and universities as part of the EC funded REDCo Project. Combining the methods of action and practitioner research with the key concepts of Robert Jackson's interpretive approach, the book illustrates the collaborative research of a group of professionals working together as a community of practice. * Part one sets out the key ideas of the interpretive approach and action research. * Part two reports case studies from individual researchers' projects carried out in diverse though related different schools, teacher education and local authority teacher training. * Part three traces the ideas of the interpretive approach', action research' and community of practice' across the individual studies. * Part four connects the research with wider themes and findings from the European Commission REDCo Project on religion, education, dialogue and conflict. The book is highly relevant to the work of teachers and teacher trainers in the field of religions and education, to researchers in this field, and to all interested in action research, practitioner research and communities of practice.
Review
'This is a worthwhile book with valuable insights, not least in its affirmation of the importance of the interpretive approach. There are many learning points along the way that should prove relevant to religious educators in various contexts and this was clearly the experience of those who participated in the process. '
Norman Richardson, British Journal of Religious Education
This is an extremely useful book, primarily, for two reasons. Firstly, it gives a very clear and accessible account of action research methodology and how it can be used in an educational setting... Secondly, the book provides a good overview of the interpretive approach to religious education developed by Robert Jackson at the University of Warwick...For those interested in using action research as a research tool or to improve classroom practice this book is highly recommended.
Richard Rymarz, Journal of Religious Education
The book brings together a group of teachers and teacher educators who have researched their own students' learning in schools and universities as part of the EC funded REDCo Project. Working as a community of practice, the authors explore ideas of the interpretive approach, action research and community of practice across individual studies in diverse settings. I found particularly helpful the section on developing primary student teachers' understanding and confidence in teaching religious education.
Mary Myatt, AREIAC Newsletter
This book collects a variety of exciting examples of the scholarship of teaching and learning, oriented towards religious education and questions of conflict, in pluralist contexts... The case study chapters explore different elements of analysis, and are rich in narrative description of actual classroom assignments... This collection provokes interesting reflection on the potential challenges and opportunities presented by the 2010 American Academy of Religion Guidelines for Teaching Religion in K-12 schools...
Mary E. Hess, Teaching Theology and Religion
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