Professionalisation in RE Teacher Education

Historical and Conceptual Perspectives

Abstract

Current discussions on RE teacher education tend to neglect the historical and institutional presupposi­tions upon which concepts of teacher professionalism and processes of individual professionalisation of RE teachers hinge. Based on a research project on the professionalisation of RE teachers in Germany, this article provides a historical foundation for current efforts to further develop the initial education of RE teachers in Germany. First, the research question is validated and terminological clarifications are provided. Second, the conceptual framework and the research design of the ReLPro-project are described. Finally, the main results of six case studies on RE teacher education in West Germany between 1949 and 1989 are presented and discussed in the light of current debates.