Pre- and In-Service Education Professionals Facing Religious Diversity and Interreligious Dialogue in Catalonia

Autor/inn/en	Vilà Baños, Ruth; Sánchez-Martí, Angelina; Rubio Hurtado, María José
Titel	Pre- and In-Service Education Professionals Facing Religious Diversity and Interreligious Dialogue in Catalonia
Quelle	In: Journal of Beliefs & Values, 41 (2020) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vilà Baños, Ruth) ORCID (Sánchez-Martí, Angelina) ORCID (Rubio Hurtado, María José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2019.1672436
Schlagwörter	Foreign Countries; Teacher Educators; Preservice Teacher Education; Inservice Teacher Education; Religion; Cultural Pluralism; Beliefs; Intergroup Relations; Secondary School Teachers; Generational Differences; Teacher Attitudes; Spain + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Lehrerfortbildung; Kulturpluralismus; Belief; Glaube; Intergruppenbeziehungen; Lehrerverhalten; Spanien
Abstract	Education professionals, and especially those in secondary education, are key players in enabling intercultural and interreligious dialogue. However, it is worth asking whether educational actors are in fact adequately trained to address the serious responsibilities and challenges represented by the participatory democratisation of public religious life. On the basis of a survey (n = 849), we analysed views on religious beliefs and interreligious dialogue among teacher-managers in secondary schools (n = 275; 59% state schools, 40% public-private schools) and future socioeducational actors (n = 574) studying at four Catalan universities. The findings revealed that these pre- and in-service education professionals held varying opinions and attitudes. Their views tended to be favourable towards diversity and dialogue, mostly coinciding with Knitter's mutuality model, but generational differences were observed, and different standpoints emerged with respect to religious beliefs and interreligious dialogue. The survey outcomes yielded a range of different profiles. In-service professionals had a moderate profile with regard to religious beliefs and dialogue, while among students two distinct profiles were identified: one representing a more open-minded, tolerant and progressive attitude towards religious diversity and interreligious dialogue, and another which included belief in absolute truths stemming from one's own beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01