Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung
Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Reli...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Simojoki, Henrik - 1975- [verfasserIn] Lindner, Konstantin - 1976- [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Deutsch |
| Erschienen: |
2020 |
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| Schlagwörter: |
Deutschland / Religionsunterricht / Ökumene / Kooperation / Professionalisierung / Lehrerbildung |
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| Schlagwörter: |
| Übergeordnetes Werk: |
Enthalten in: Zeitschrift für Pädagogik und Theologie - Berlin : de Gruyter, 2005, 72(2020), 2, Seite 120-132 |
|---|---|
| Übergeordnetes Werk: |
volume:72 ; year:2020 ; number:2 ; pages:120-132 |
| Links: |
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| DOI / URN: |
10.1515/zpt-2020-0015 |
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| Katalog-ID: |
1735170399 |
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| 245 | 1 | 0 | |a Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung |
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| 520 | |a Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. | ||
| 520 | |a Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. | ||
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| 650 | 4 | |a konfessionelle Kooperation | |
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10.1515/zpt-2020-0015 doi (DE-627)1735170399 (DE-599)KXP1735170399 DE-627 ger DE-627 rda ger 1 ssgn Simojoki, Henrik 1975- verfasserin (DE-588)130454680 (DE-627)57224388X (DE-576)298205629 aut Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. 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10.1515/zpt-2020-0015 doi (DE-627)1735170399 (DE-599)KXP1735170399 DE-627 ger DE-627 rda ger 1 ssgn Simojoki, Henrik 1975- verfasserin (DE-588)130454680 (DE-627)57224388X (DE-576)298205629 aut Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. Lehrerbildung Professionalisierung Religionsunterricht Religious Education interdenominational cooperation konfessionelle Kooperation professionalization teacher training g (DE-588)4011882-4 (DE-627)104704861 (DE-576)208896155 Deutschland gnd s (DE-588)4049422-6 (DE-627)106187074 (DE-576)209081996 Religionsunterricht gnd s (DE-588)4138445-3 (DE-627)105642592 (DE-576)20968609X Ökumene gnd s (DE-588)4032386-9 (DE-627)104131578 (DE-576)20899663X Kooperation gnd s (DE-588)4047376-4 (DE-627)104509368 (DE-576)20907339X Professionalisierung gnd s (DE-588)4035093-9 (DE-627)106249398 (DE-576)20901072X Lehrerbildung gnd (DE-627) Lindner, Konstantin 1976- verfasserin (DE-588)103022966X (DE-627)734940742 (DE-576)265253993 aut Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 2, Seite 120-132 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:2 pages:120-132 https://www.degruyter.com/view/journals/zpt/72/2/article-p120.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 2 120-132 2019 01 DE-Tü135 3772601693 00 --%%-- --%%-- --%%-- n l01 08-10-20 2107 01 DE-Frei160 4534669933 00 --%%-- --%%-- --%%-- --%%-- l01 05-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/2/article-p120.xml 2019 01 DE-Tü135 00 (DE-627)1442044721 KBB 2019 01 DE-Tü135 01 (DE-627)1442050608 KDJ 2019 01 DE-Tü135 02 (DE-627)1442053151 RF 2019 01 DE-Tü135 03 (DE-627)1442044047 FB |
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10.1515/zpt-2020-0015 doi (DE-627)1735170399 (DE-599)KXP1735170399 DE-627 ger DE-627 rda ger 1 ssgn Simojoki, Henrik 1975- verfasserin (DE-588)130454680 (DE-627)57224388X (DE-576)298205629 aut Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. Lehrerbildung Professionalisierung Religionsunterricht Religious Education interdenominational cooperation konfessionelle Kooperation professionalization teacher training g (DE-588)4011882-4 (DE-627)104704861 (DE-576)208896155 Deutschland gnd s (DE-588)4049422-6 (DE-627)106187074 (DE-576)209081996 Religionsunterricht gnd s (DE-588)4138445-3 (DE-627)105642592 (DE-576)20968609X Ökumene gnd s (DE-588)4032386-9 (DE-627)104131578 (DE-576)20899663X Kooperation gnd s (DE-588)4047376-4 (DE-627)104509368 (DE-576)20907339X Professionalisierung gnd s (DE-588)4035093-9 (DE-627)106249398 (DE-576)20901072X Lehrerbildung gnd (DE-627) Lindner, Konstantin 1976- verfasserin (DE-588)103022966X (DE-627)734940742 (DE-576)265253993 aut Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 2, Seite 120-132 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:2 pages:120-132 https://www.degruyter.com/view/journals/zpt/72/2/article-p120.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 2 120-132 2019 01 DE-Tü135 3772601693 00 --%%-- --%%-- --%%-- n l01 08-10-20 2107 01 DE-Frei160 4534669933 00 --%%-- --%%-- --%%-- --%%-- l01 05-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/2/article-p120.xml 2019 01 DE-Tü135 00 (DE-627)1442044721 KBB 2019 01 DE-Tü135 01 (DE-627)1442050608 KDJ 2019 01 DE-Tü135 02 (DE-627)1442053151 RF 2019 01 DE-Tü135 03 (DE-627)1442044047 FB |
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10.1515/zpt-2020-0015 doi (DE-627)1735170399 (DE-599)KXP1735170399 DE-627 ger DE-627 rda ger 1 ssgn Simojoki, Henrik 1975- verfasserin (DE-588)130454680 (DE-627)57224388X (DE-576)298205629 aut Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. Lehrerbildung Professionalisierung Religionsunterricht Religious Education interdenominational cooperation konfessionelle Kooperation professionalization teacher training g (DE-588)4011882-4 (DE-627)104704861 (DE-576)208896155 Deutschland gnd s (DE-588)4049422-6 (DE-627)106187074 (DE-576)209081996 Religionsunterricht gnd s (DE-588)4138445-3 (DE-627)105642592 (DE-576)20968609X Ökumene gnd s (DE-588)4032386-9 (DE-627)104131578 (DE-576)20899663X Kooperation gnd s (DE-588)4047376-4 (DE-627)104509368 (DE-576)20907339X Professionalisierung gnd s (DE-588)4035093-9 (DE-627)106249398 (DE-576)20901072X Lehrerbildung gnd (DE-627) Lindner, Konstantin 1976- verfasserin (DE-588)103022966X (DE-627)734940742 (DE-576)265253993 aut Enthalten in Zeitschrift für Pädagogik und Theologie Berlin : de Gruyter, 2005 72(2020), 2, Seite 120-132 Online-Ressource (DE-627)786195606 (DE-600)2770480-4 (DE-576)406509247 2366-7796 nnns volume:72 year:2020 number:2 pages:120-132 https://www.degruyter.com/view/journals/zpt/72/2/article-p120.xml Verlag GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_191 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_603 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2891 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 GBV_ILN_2107 ISIL_DE-Frei160 AR 72 2020 2 120-132 2019 01 DE-Tü135 3772601693 00 --%%-- --%%-- --%%-- n l01 08-10-20 2107 01 DE-Frei160 4534669933 00 --%%-- --%%-- --%%-- --%%-- l01 05-06-24 2107 01 DE-Frei160 https://www.degruyter.com/view/journals/zpt/72/2/article-p120.xml 2019 01 DE-Tü135 00 (DE-627)1442044721 KBB 2019 01 DE-Tü135 01 (DE-627)1442050608 KDJ 2019 01 DE-Tü135 02 (DE-627)1442053151 RF 2019 01 DE-Tü135 03 (DE-627)1442044047 FB |
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10.1515/zpt-2020-0015 doi (DE-627)1735170399 (DE-599)KXP1735170399 DE-627 ger DE-627 rda ger 1 ssgn Simojoki, Henrik 1975- verfasserin (DE-588)130454680 (DE-627)57224388X (DE-576)298205629 aut Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. 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Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung |
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Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung |
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modelle der konfessionellen kooperation an schulen und hochschulen in deutschland. eine bestandsaufnahme im horizont einer gesamttheologisch verantworteten religionslehrerinnen- und religionslehrerbildung |
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Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung |
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Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. |
| abstractGer |
Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. |
| abstract_unstemmed |
Konfessionelle Kooperation im Religionsunterricht wird in Deutschland immer relevanter. In verschiedenen Bundesländern finden sich gegenwärtig unterschiedliche Umsetzungen dieser Kooperation, die von einer intensiven Zusammenarbeit evangelischer und katholischer Religionslehrkräfte bis zu einem Religionsunterricht in gemischt-konfessionellen Lerngruppen, den eine Lehrkraft allein verantwortet, reichen. Ein fachlich und didaktisch verantworteter konfessionell-kooperativer Religionsunterricht, der den unterschiedlichen Umsetzungsvarianten gerecht wird, bedarf entsprechend professionalisierter Religionslehrerinnen und Religionslehrer. Beide Aspekte - die unterschiedlichen Manifestationen konfessioneller Kooperation und die damit einhergehenden Erfordernisse an die Religionslehrerinnen- und Religionslehrerbildung - werden in vorliegendem Beitrag konturiert. Ein Überblick über existierende Formate einer kooperativ angelegten universitären Religionslehrkräftebildung und ein abschließendes Plädoyer für deren ökumenische Profilierung runden die Ausführungen ab. Interdenominational cooperation continues to become increasingly important in religious education in Germany. At the moment, various implementations of such cooperation are employed in different federal states. These range from an intensive cooperation of protestant and catholic teachers to RE for a denominationally mixed group of pupils which is provided by one teacher. A form of interdenominational and cooperative RE which is pedagogically and materially competent and which aims to do justice to the various ways of implementing the corresponding strategies will require teachers who are professionally equipped for the task. Both aspects - the various manifestations of interdenominational cooperation and the concomitant demands placed on RE teachers - are outlined in the following contribution. An overview of the present configurations of such cooperatively designed training for RE teachers which is offered at the university level as well as a concluding appeal for the ecumenical profiling of such efforts draw the contribution to a close. |
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Modelle der konfessionellen Kooperation an Schulen und Hochschulen in Deutschland. Eine Bestandsaufnahme im Horizont einer gesamttheologisch verantworteten Religionslehrerinnen- und Religionslehrerbildung |
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