Competence-oriented goals pursued by teachers in catholic religious education in elementary schools: A full survey to goals of Austrian teachers and the representation of goals in the curriculum

Competence-oriented goals pursued by teachers in catholic religious education in elementary schools

A full survey to goals of Austrian teachers and the representation of goals in the curriculum

Authors

  • Georg Ritzer Kirchliche Pädagogische Hochschule – Edith Stein, Hochschulstandort Salzburg, Bildungszentrum Borromaeum

DOI:

https://doi.org/10.25364/10.29:2021.1.16

Keywords:

religious education, goals, typology, teachers, empirical research

Abstract

This article deals with the competence-oriented goals of Austrian teachers of religion in elementary schools. The results are based on data from a representative online survey. Most of the teachers pursue various goals at the same time. The structure of goals is orientated more towards content than competence dimensions. Interreligious cognitive competences are less relevant than other goals. Teachers find the pursued goals also in the curriculum. A factor analyses showed 11 dimensions of goals. Based on these dimensions a typology of teachers was created.

Author Biography

Georg Ritzer, Kirchliche Pädagogische Hochschule – Edith Stein, Hochschulstandort Salzburg, Bildungszentrum Borromaeum

Dr. theol. habil. Dr. phil. Georg Ritzer, Hochschulprofessor am Institut für Religionspädagogische Bildung an der kirchlichen pädagogischen Hochschule Edith Stein. Religionslehrer an der BAfEP Salzburg. Privatdozent an der Universität Salzburg am Fachbereich für Praktische Theologie.

 

Dr. theol. habil. Dr. phil. Georg Ritzer

Kirchliche Pädagogische Hochschule – Edith Stein

Institut für Religionspädagogische Bildung/IRPB Salzburg

Gaisbergstraße 7/I

A-5020 Salzburg

e-mail: georg.ritzer@kph-es.at

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Published

2021-05-17

How to Cite

Ritzer, G. (2021) “Competence-oriented goals pursued by teachers in catholic religious education in elementary schools: A full survey to goals of Austrian teachers and the representation of goals in the curriculum”, Austrian Journal of Religious Education, 29(1), pp. 258–274. doi: 10.25364/10.29:2021.1.16.

Issue

Vol. 29 No. 1 (2021): Didactics of religion in the context of subject didactics

Section

Further contributions