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A social cognitive framework for examining the work of Catholic religious education teachers in Australian high schools.
- Source :
-
British Journal of Religious Education . Mar2019, Vol. 41 Issue 2, p134-144. 11p. - Publication Year :
- 2019
-
Abstract
- Religious education in Australian Catholic High Schools is the raison d'etre for the Catholic education system and religious education teachers are critical to this mission. This paper offers a framework for investigating the self-efficacy of religious education teachers. We first describe the nature and context of religious education in Australian Catholic schools. We argue that the teaching of religious education presents a set of unique challenges to teachers, compared to teaching other disciplines in the curriculum. Next we review the extant literature on Social Cognitive Theory, and self-efficacy as it may apply in this context. Then we look at likely constructs that may impact upon teacher self-efficacy for teaching religious education: collective efficacy, teachers' implicit theories about student ability and student faith, and the intrinsic spirituality of religious education teachers. We present a theoretical framework for examining the self-efficacy of religious education teachers, and we argue for research in this area that has not been studied hitherto, making this a unique contribution to the field of the psychology of religion, and to practitioners. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 01416200
- Volume :
- 41
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- British Journal of Religious Education
- Publication Type :
- Academic Journal
- Accession number :
- 134652075
- Full Text :
- https://doi.org/10.1080/01416200.2018.1484692