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Current discussions on Religious Education (RE), both in Germany and England, focus on the quality of teaching and the professionality of teachers, but neglect the historical and institutional process of professionalisation upon which conceptions of teaching quality and teacher professionality hinge. This article seeks to provide definitional clarity by differentiating between individual and collective professionalisation; exploring teacher professionalisation in general and in the special case of RE; and operationalizing the concept of RE teacher professionalisation for the purposes of planned historical and international com- parative research. A threefold conceptualisation of professionalisation is propo- sed, consisting of the following inter-related levels: (1) initial and continuing professional development; (2) professional self-organisation and professional politics; and (3) professional knowledge. The breadth, complexity and signi- ficance of the historical and institutional processes associated with the pro- fessionalisation of RE teachers at each of these levels is described and discussed. It is argued that further historical and international comparative research on these lines would contribute a broader and deeper understanding of the presuppositions of RE teacher professionality beyond current debates.

zeitschrift für pädagogik und theologie

Die Professionalisierung des Religionslehrerberufs als Aufgabe und Gegenstand religionspädagogischer Forschung. Historische und systematische Perspektiven