Key action II: Cooperation for innovation and the exchange of good practices. -> Strategic partnerships in the field of Education, Training and Youth

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2 Key action II: Cooperation for innovation and the exchange of good practices -> Strategic partnerships in the field of Education, Training and Youth

3 University of Karlstad / Sweden University of Aberdeen School of Education Scotland University College London Institute of Education England Comenius-Institut Münster / Germany Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasien) Tübingen / Germany Kirchliche Pädagogische Hochschule Wien/Krems / Austria Università di Torino / Italy

4 Year 1: 09/ /2016 Case studies about RE teacher education in participating countries and other material for the project READY website ( Preparation of study visits in year 2 Development of teaching modules on Religion & Diversity

5 Ready I Ready II

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8 Year 2: 09/ /2017 Groups of six ( staff & learners ) spend one week at a partner organisation abroad, visit and document RE lessons, record interviews with teachers, pupils, persons responsible for RE Lesson sequences and teaching experiments on Religion & Diversity in lower and upper secondary schools Video-recording of three lessons with subtitles and transcripts Two one day national conferences with international guests in London ( ) & Tübingen ( )

9 Year 3: 09/ /2018 Dissemination of products READY website (will be still accessible during the following years) Print publication International two day multiplier event in Vienna (late spring 2018)

10 READY Religious Education and Diversity STUDY VISITS Heinz Ivkovits Kirchliche Pädagogische Hochschule Wien/Krems Church University College of Teacher Education Vienna/Krems

11 Purpose Getting acquainted with different cultural and religious traditions Sharing experiences and ideas concerning diversity and plurality in school and society Exchanging and further developing of religious pedagogical concepts

12 Overall research question In how far does the respective organisational / didactic concept of RE support the pupils perspective of plurality and diversity From the perspective of student teachers and educators (study visits) From the perspective of the pupils in the RE classes (interviews, videography)

13 Key questions to be considered during the visits What models of RE do we find in the countries visited? How far do they promote and facilitate interreligious learning and dialogue? What quality criteria are applied? How do they appreciate religious, cultural and ethnic diversity and its richness? What recommendations can we formulate as a consequence?

14 Structure of exploration Analysis Documents Websites Mission statements Case studies in schools & classrooms Exploration Interviews & Observation Job shadowing Interaction Face-to-face encounters Interviews Videotapings Reflection Analysis Documentation

15 Timeline Year I A) Structured online communication between student teachers from always two educational institutions in two European countries B) Development of a joint educational module on Religion and Diversity Year 2 Groups of teacher educators and student teachers A) observe RE lessons in a partner country for a week B) hold discussions with educational experts, trainee teachers, pupils and stakeholders responsible for RE

16 Scientific concepts Phenomenographical research Ethnographic research Critical incident analysis

17 Phenomenographical research (Theory of Variation) Learning takes places when there is difference against a background of sameness Help students to discern differences and therefore learn Identify the aspects of the lesson content that are critical for students understanding (e.g. attitudes towards other religions) learning objects indirect learning object refers to a certain skill or ability direct one to the learning content (concepts) To see something from another perspective

18 Ethnographic research Learning about a context and the people living or working in it Understanding their values, needs, motivation or vocabulary Drawing conclusions and creating innovative solutions Method: Observation, interviews, video recording and job shadowing

19 Critical incident analysis Tool for students or trainees to use with their teacher to identify learning needs, or to reflect more deeply about an issue or situation Incidents arising from cultural / religious differences or where there is a problem of cross-cultural adaptation They expose a gap in understanding or cause learners to think differently about something Situations may be positive and can serve as good practice or negative by producing misunderstandings or even conflicts

20 Analysing a critical incident It is useful to ask yourself questions such as Why do I view the situation like that? What assumptions have I made about the people involved or problem or situation? How else could I interpret the situation? What other action(s) could have been taken that might have been more helpful? What will I do if I am faced with a similar situation in the future?

21 Fieldwork Monitoring Lesson observation Interviews

22 Monitoring tasks Diversity & Belonging What kind of diversity do you perceive? How is diversity addressed? RE-lessons: How are pupils involved in their religious / cultural diversity? RE & Collective Worship: Is the existing religious diversity in this school reflected in the forms of worship offered? Information will be collected through observation, interviews, video recording and job shadowing

23 Lesson observations Purpose To identify and document certain previously defined learning objects in the context of the project theme To explore and describe pupil/teacher behaviour, communication patterns and interactions in the context of diversity To identify critical incidents or critical features in the context of diversity and how teachers / pupils deal with them Note: Analysis of lessons from a didactic or methodological perspective is not the main aim of the observation phase

24 Interviewing pupils Their voices and their experiences of diversity and plurality in RE classrooms Whether they feel cared for and respected in their religious / cultural backgrounds they feel part of the school / classroom community in that respect (belonging) the RE classroom conditions are conducive to effective dealing with diversity the RE classroom conditions promote collaborative interreligious learning their RE promotes the development of openness towards and living and working with people from other religions and cultures

25 After the visits Exchanging innovative ideas and good practice Dissemination of knowledge acquired, perspectives and information through conferences, local and international networks and OER Development and dissemination of appropriate materials for education and inservice-training

26 Evaluation FEELINGS Ways in which my curiosity and interest were aroused (examples from ordinary daily school life, especially when they made me re-consider my own religion/culture) KNOWLEDGE The most important things I have learnt about dealing with religious/cultural variety at school The most important things I have learnt about the organisation of RE ACTIONS Critical incidents or features that can be related to the different religions/ cultures present in the classroom Examples of times when I had to ask questions and work out my own answers (to understand religious/cultural customs and beliefs)

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30 Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasien) Tübingen

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33 Who are we?

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39 Dieu n est pas dans la classe. On va laisser Dieu à l exterieur! There is no place for God in the classroom. Let us leave him outside!

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43 Wer sind wir?