This article explores conditions and enablers for teacher professional learning in religious education in Catholic schools. It examines the impact on religion of the pluralising and secularising influences in Australia today and identifies what this asks of religious education and religious educators in response. New pedagogical approaches which emphasise identity formation as critical to religious education, make teacher identity formation and ongoing learning vital for Catholic schools to undertake. The article proposes that teacher professional learning in Catholic schools focus on developing the following three dispositions and skills: self-awareness and reflexivity; openness to faith perspectives; and courageous communication skills. The article investigates teacher professional learning theory and research to make recommendations for teacher development in religious education. It raises two concepts as integral to professional learning in a Catholic context: Dialogue and Community. These concepts are highlighted as theologically and strategically important for Catholic school communities to attend to and explore.

中文翻译：

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社区对话：天主教学校教师专业发展的条件和促成因素

本文探讨了天主教学校宗教教育中教师专业学习的条件和促成因素。它考察了当今澳大利亚多元化和世俗化影响对宗教的影响，并确定了对宗教教育和宗教教育者的要求。新的教学方法强调身份的形成对宗教教育至关重要，这使教师的身份形成和持续学习对于天主教学校而言至关重要。文章建议天主教学校的教师专业学习应着重培养以下三个方面和技能：自我意识和反身性；对信仰观点持开放态度；和勇敢的沟通技巧。本文探讨了教师专业学习的理论和研究，为宗教教育中的教师发展提供了建议。它提出了在天主教背景下专业学习不可或缺的两个概念：对话和社区。这些概念在天主教学校社区参加和探索方面具有重要的神学和战略意义。