Empowering Primary School Religious Education Teachers Through Metacognitive Development

• In Event: Developing Religious Identities

Abstract

Religious Education (RE) is more important than ever in modern diverse democracies, but in England the subject is in crisis. Structural factors such as piecemeal policy change, lack of resources and status of the subject in schools are cited as the major reasons. However these factors are unlikely to help teachers who already lack confidence. This paper reports findings from a collaborative project with a group of 6 non-specialist primary school RE teachers. The teachers were supported in developing metacognitive knowledge of their own thinking and learning. The findings detail 6 processes which were instrumental in transforming teachers’ beliefs and practices. The results suggest that reflecting on experiences and beliefs helps teachers to become more confident.

Author

• Shirley Margaret Larkin, University of Exeter