Advertisement

Confident Student to Confident RE Teacher: A Perspective from Scotland

  • Roisín CollEmail author
  • Stephen Reilly
Chapter

Abstract

The document, Educating Today and Tomorrow: A Renewing Passion (Congregation for Catholic Education, 2014) highlights the importance of supporting ‘Catholic Teachers’ ‘lifelong learning’. It stresses that unless Catholic teachers are subjected to ‘rigour and depth’ in their learning then their teaching would be considered as ‘not credible, unreliable and, therefore, unnecessary’.

References

  1. Barnes, A. (2006). Confidence levels and concerns of beginning teachers of modern foreign languages. Language Learning Journal, 34(1), 37–46.CrossRefGoogle Scholar
  2. Bubb, S. (2003). From training to induction—Fasten your seatbelts, there will be turbulence. Education, 31(2), 19–25.Google Scholar
  3. Burn, K., Hagger, H., & Mutton, Y. (2003). The complex development of student teachers’ thinking. Teachers and Teaching: Theory and Practice, 9(4), 309–331.CrossRefGoogle Scholar
  4. Coll, R. (2009). From theory to practice: The experiences of Catholic probationary teachers. Journal of Research on Christian Education, 18(2), 140–159.CrossRefGoogle Scholar
  5. Coll, R. (2015). Catholic religious education in Scotland: bridging the gap between teacher education and curriculum delivery. In M. T. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 179–194). Dordrecht: Springer.CrossRefGoogle Scholar
  6. Congregation for Catholic Education. (2014). Educating today and tomorrow: A renewing passion. Retrieved from: http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_20140407_educare-oggi-e-domani_en.html.
  7. Dadley, E. M., & Edwards, B. (2007). Where have all the flowers gone? An investigation into the retention of Religious Education teachers. British Journal of Religious Education, 29(3), 259–271.CrossRefGoogle Scholar
  8. Dossel, S. (2016). Maths anxiety. Australian Mathematics Teacher, 72(3), 40–44.Google Scholar
  9. Eisenschmidt, E., Heikkinen, H. L. T., & Klages, W. (2008). Strong, competent and vulnerable. Experiences of the first year as a teacher. Newly qualified teachers in Northern Europe. Comparative Perspectives on Promoting Professional Development, 19(3), 125–147.Google Scholar
  10. Engvik, G., & Emstad, A. B. (2017). The importance of school leaders’ engagement in socialising newly qualified teachers into the teaching profession. International Journal of Leadership in Education, 20(4), 468–490.CrossRefGoogle Scholar
  11. Fuller, F., & Brown, O. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education: seventy-fourth yearbook of the national society for the study of education (pp. 25–52). Chicago: University of Chicago Press.Google Scholar
  12. Ma, R. (2017). A Comparison of teachers’ experiences of the induction year in Scotland and China. Masters Dissertation. Glasgow: University of Glasgow.Google Scholar
  13. McCormack, A. N., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of teacher education, 31(2), 125–138.CrossRefGoogle Scholar
  14. Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27, 649–673.CrossRefGoogle Scholar
  15. Palinkas, L. M., Horwitz, S., Green, C. W., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy In Mental Health, 42(5), 533–544.CrossRefGoogle Scholar
  16. Turley, S., Powers, K., & Nakai, K. (2006). Beginning teachers’ confidence before and after induction. Action in Teacher Education, 28(1), 27–39.CrossRefGoogle Scholar
  17. Scottish Catholic Education Service. (2011). This is our faith. Glasgow.Google Scholar
  18. Soares, A., Lock, R., & Foster, J. (2008). Induction: The experiences of newly qualified science teachers. Journal of Education for Teaching, 34(3), 191–206.CrossRefGoogle Scholar
  19. Startin, R. J., & Webster, D. H. (1996). Religious Education in secondary schools: The initial year of teaching. British Journal of Religious Education, 18(2), 103–113.CrossRefGoogle Scholar
  20. Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132–152.CrossRefGoogle Scholar
  21. Wilson, V. (1997). Focus groups: A useful qualitative method for educational research? British Educational Research Journal, 23(2), 209–224.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of GlasgowGlasgowScotland, UK

Personalised recommendations