Teaching quality in religious education – subject-specific and cross-disciplinary aspects

Abstract

Apart from a few exceptions, the discourse on religious education has two main problems so far: Although various “quality models” for religious education have been published, they often do not sufficiently refer to each other and the theoretical discourse on quality dominates over the empirical examination of the respective concepts. Accordingly, the comparison with the synthesis framework of Praetorius et al. on the one hand shows clear research desiderata of religious education; on the other hand, quality models of religious education point to the importance of contextual factors of teaching and raise three fundamental questions that can be generally relevant for the determination of subject-specific and interdisciplinary aspects of teaching quality.