ABSTRACT

This article studies three RE (religious education) student teachers’ perceptions about their professional development from the beginning to the end of their initial teacher education. The focus of study was to investigate via an inductive content analysis if there are the same kind of phases in RE teacher education and how those phases are in relation to their training. Based on their characterisations of professional development, three phases were found: an explorative phase, a confirmatory phase and an induction phase. In the first phase, the typical things were uncertainty about the teaching profession and the importance of managing the content knowledge. In the second phase, it was observed by the interviewees that theory and practice could be combined and the development of different skills were seen as important. In the third phase, the interviewees perceived gaining experience from practice and combining their personal life and career as relevant. Finally, the interviewees believed that their professional development will continuously evolve. RE student teachers saw the various elements of their teacher education as important factors in all the phases.

摘要

本文研究了三位 RE（宗教教育）学生教师对他们从初始教师教育开始到结束的专业发展的看法。研究的重点是通过归纳内容分析调查 RE 教师教育中是否存在相同类型的阶段，以及这些阶段与培训的关系。根据他们对专业发展的描述，发现了三个阶段：探索阶段、确认阶段和诱导阶段。在第一阶段，典型的事情是教师职业的不确定性和管理内容知识的重要性。在第二阶段，受访者认为理论与实践可以结合，不同技能的发展被视为重要。在第三阶段，受访者认为从实践中获得经验并将他们的个人生活和职业相结合是相关的。最后，受访者认为他们的专业发展会不断发展。RE 学生教师将教师教育的各种要素视为所有阶段的重要因素。