The influence of in-service training on teacher attitudes towards religious education in non-denominational schools in England

Abstract

A sample of 221 teachers concerned with teaching religious education in non-denominational secondary schools in England completed a detailed inventory concerning the aims of religious education and provided information about their in-service training. The data highlight different in-service training needs for different groups of religious education teachers. Particular attention is drawn to the distinctive needs of those teachers who contribute to the subject, but may not be subject specialists, and those subject specialists whose initial training took place during an age when the confessional and neo-confessional approaches to religious education were ascribed greater legitimacy than is currently the case.