Peer Reviewing Preservice Teachers of Christian Higher Education

Abstract

This study investigated the contributions peer review makes to the formation of preservice teachers of religious education within the context of Christian higher education. The participants were postgraduate students undertaking a preservice teacher training course at Australian Catholic University, Australia (Melbourne campus). Those training to be teachers of religious education are required to complete two curriculum and teaching subjects in religious education. The second subject incorporates a peer review component into one of the learning activities. From the perspective of the preservice teachers, the peer review contributes to their knowledge and understanding of the content areas necessary for teaching religious education. It also adds to their perception of what it means to be a teacher of religious education in a secondary school. The peer review experiences provide opportunities for preservice teachers to critically reflect on the quality and delivery of their learning activities, which are designed to reflect professional practice. The peer review experience enables them to reflect deeply upon their activities in terms of their future professional practice and upon their role as a Christian religious educator. The paper recommends in light of reflection being integral to Christian living that further investigation of the benefits of peer review in the formation of religious educators and its contribution to critical reflection and professional growth should be encouraged.