TY - JOUR
T1 - CATHOLIC RELIGION TEACHER TRAINING IN A PLURAL, GLOCAL, AND EVOLUTIONARY SCENARIO
AU - Catasús, Mercè Cols
AU - Mellado, Andreu Ibarz
AU - Fidalgo, Ana Eva Jarabo
AU - Guareño, Àngel Jesús Navarro
N1 - Publisher Copyright:
© 2021 Authors. All rights reserved.
PY - 2021
Y1 - 2021
N2 - Catholic religion teacher training in higher education, beyond its formal presence, is a current reality in many countries in the world, which now produces an important amount of initiatives, pedagogical experiences, and research. In the last decades, the phenomenon of the diverse comprehension of the “religion class” and the “Catholic religion class” at schools (very remarkable in Europe and in other places as well) has led to questions over the teachers’ training curriculum. Particularly, these questions arise from the pluralism of educational models, the glocal reality of professional and personal projection, and variations that are apparent within our own models or regions. It is obvious that all of them encompass a new perception of the religious fact, of its value as a universal heritage, its contribution as a factor for personal guidance, and its potential to contribute to the construction of a better world. In the general framework of the importance, evolution, and diversity of models in university teaching-learning processes, and in particular within the context of the different scenarios for religion teacher initial training in Early Childhood Education and Primary Education, this article presents a description of the uniqueness of the training model for Catholic religion teachers in Blanquerna-Ramon Llull University. There is also a detailed description and reflection about the Blanquerna model, because, through its characterization, a paradigm emerges that reaches a high potential to give a response to the main questions in our current scenario.
AB - Catholic religion teacher training in higher education, beyond its formal presence, is a current reality in many countries in the world, which now produces an important amount of initiatives, pedagogical experiences, and research. In the last decades, the phenomenon of the diverse comprehension of the “religion class” and the “Catholic religion class” at schools (very remarkable in Europe and in other places as well) has led to questions over the teachers’ training curriculum. Particularly, these questions arise from the pluralism of educational models, the glocal reality of professional and personal projection, and variations that are apparent within our own models or regions. It is obvious that all of them encompass a new perception of the religious fact, of its value as a universal heritage, its contribution as a factor for personal guidance, and its potential to contribute to the construction of a better world. In the general framework of the importance, evolution, and diversity of models in university teaching-learning processes, and in particular within the context of the different scenarios for religion teacher initial training in Early Childhood Education and Primary Education, this article presents a description of the uniqueness of the training model for Catholic religion teachers in Blanquerna-Ramon Llull University. There is also a detailed description and reflection about the Blanquerna model, because, through its characterization, a paradigm emerges that reaches a high potential to give a response to the main questions in our current scenario.
KW - Initial training
KW - pedagogical model
KW - religion teacher
KW - university curriculum
UR - http://www.scopus.com/inward/record.url?scp=85147991770&partnerID=8YFLogxK
U2 - 10.34810/rljaev1n12id389141
DO - 10.34810/rljaev1n12id389141
M3 - Article
AN - SCOPUS:85147991770
SN - 2013-8393
VL - 12
SP - 9
EP - 39
JO - Ramon Llull Journal of Applied Ethics
JF - Ramon Llull Journal of Applied Ethics
IS - 12
ER -