Qualifying skills and reflection of theory and practice in teacher education

Religion is a vast phenomenon, consequently the core elements in formal religious education are equally difficult to limit. Even though a national curriculum narrows down the scope of content to a certain extent. It is apparent how RE incorporates a whole range of methods and approaches. This paper proposal departs from another perspective, namely the question of competence.
One of the results of an action research project: ‘Educating (Bildung) towards religious competence’ is a fourfold model for developing analytical approaches to RE didactics based on the concept of competence/authoritativeness. With this model it is possible to connect knowledge of RE with general pedagogical reflection and school practice. We would like to discuss possible application of results from the action research project to strengthen the connection between RE research and teaching. For example, by experimenting with learning research in teacher education. The aim is to connect practical teaching experience with theoretical reflection, both knowledge of didactics and religious content knowledge. In recent times the ideal of formation for RE has understandably focused on competences for diversity and inter-religious understanding. The four-fold model for religious competence is our attempt to widen the scope and perspective of formation in schools.