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ERIC Number: EJ1096344
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0141-6200
Making a Difference in the Religious Education Classroom: Integrating Theory and Practice in Teachers' Professional Learning
Baumfield, Vivienne
British Journal of Religious Education, v38 n2 p141-151 2016
Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop "knowledge of practice" by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have sufficient weight of evidence to indicate that engaging in curriculum development as a participant in a community of inquiry is the optimal context for professional learning to develop knowledge "of" practice. However, establishing participation in communities of inquiry as integral to teachers' professional learning remains a challenge and we need better ways of sharing and interrogating what we (think we) know. Examples of "experiments in practice" to promote professional learning and make a difference in the Religious Education classroom, are used to indicate what has worked and what has not and what we might do next.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A