宗教教育教师的诊断能力--要求与挑战

IF 1.4 0 RELIGION
Annalena Sieveke
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引用次数: 0

摘要

除了教学、教育和创新之外,评估和支持也是教学专业人员的核心能力。近年来,数学和教育科学教学领域对教师诊断能力概念化的兴趣日益浓厚。相比之下,对 RE 教师诊断能力的研究仍局限于少数几种概念方法(Reis, 2018, 194),还需要进一步的研究。根据当前教育科学的研究成果,讨论了宗教教育评估所面临的挑战,如评估任务中宗教知识的认识论结构、激发学生思考的问题以及宗教教育教师在形成性评估过程中的专业反思。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Diagnostic Competencies of Religious Education Teachers – Requirements and Challenges

Assessing and supporting are, in addition to teaching, educating and innovating, core competencies of teaching professionals. Particularly in the field of didactics of mathematics and educational sciences an increased interest in the conceptualization of diagnostic competencies of teachers has emerged in recent years. In contrast, research on diagnostic competencies of RE teachers is still limited to few conceptual approaches (Reis, 2018, 194) and requires further investigation.

This contribution sharpens domain-specific challenges of diagnostic competencies of RE teachers based on the concept of formative Assessment. In view of current research findings of educational sciences challenges of assessment in RE such as the epistemological structure of religious knowledge in assessment tasks and questions to elicit student thinking and RE teachers’ professional reflection in formative assessment processes are discussed.

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