ABSTRACT

In this article I explore the research–practice gap in RE with a unique dataset: The communication by teachers, and between teachers and researchers in a Norwegian Facebook group for RE teachers. Posts and comments in the group reflect that teachers largely communicate a practical form of knowledge with little engagement with research. At the same time, there are instances where members bridge the research–practice gap through interactions between teachers, and between teachers and researchers, especially through dissemination efforts. I discuss various institutional constraints contributing to the research–practice gap revealed in the data. Analysing three interactions between RE teachers and researchers, I argue that there are RE specificities tied to the challenges and possibilities in bridging this gap, including the question of how to relate insights from the study of religion to classroom teaching. Finally, I reflect on a striking absence, not only in the data but also academic descriptions of the theory–practice gap in RE: In stark contrast to teachers, researchers do not refer to their own practical knowledge from teaching on campus. Why is that?

摘要

在本文中，我用一个独特的数据集探讨了 RE 的研究与实践差距：教师之间的交流，以及挪威 Facebook 小组中 RE 教师的教师和研究人员之间的交流。小组中的帖子和评论反映，教师主要传达一种实用形式的知识，很少参与研究。同时，在某些情况下，成员通过教师之间以及教师和研究人员之间的互动，特别是通过传播努力来弥合研究与实践的差距。我讨论了导致数据中显示的研究-实践差距的各种制度限制。通过分析 RE 教师和研究人员之间的三种互动，我认为 RE 的特殊性与弥合这一差距的挑战和可能性有关，包括如何将宗教研究的见解与课堂教学联系起来的问题。最后，我反思了一个惊人的缺失，不仅在数据上，而且在 RE 理论与实践差距的学术描述上：与教师形成鲜明对比的是，研究人员不会参考他们自己在校园教学中的实践知识。这是为什么？