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The following paper builds on research of Kamcili-Yildiz and Dobras (2022) on analyzing the mindsets of religious plurality of university faculty members, who teach courses on religions other than their own. The research here focuses on the mindsets of good (interreligious) teaching and their linkage with the mindsets of religious plurality. It will be worked out that on the one hand, structural connections between the teaching and plurality mindsets exist, and, on the other hand, higher education itself, as a context of action, becomes an object of teaching. The mediation between object orientation and orientation to this very context of higher education happens through ideas of professional action that the lecturers explicitly introduce. [ABSTRACT FROM AUTHOR]

The article examines the attitudes and beliefs of teacher training students in the subjects of Protestant, Catholic, and Islamic religious education towards interreligious teaching events. Interviews are conducted with six Christian and two Muslim students to reconstruct their mindsets regarding religious pluralism and good teaching. The results show that the students have different preconceptions that influence their actions in teaching. The study contributes to the professionalization of future religious education teachers and examines the effects of university teaching on religious instruction. [Extracted from the article]