Conversations about religious education

The wide‐ranging field of theory about religious education may be thought of as a series of ongoing and at times overlapping conversations (Foster, 2003 Foster, C. (2003). Where shall we sit? The vocational conversation of a religious educator. Religious Education, 98(3): pp. 311–330[Web of Science ®] [Google Scholar]), each most meaningful within its own context, whether this context is educational, ecclesial or societal. This paper begins by mapping these conversations, then uses them as a lens through which to view the perceptions of 57 student teachers of religious education, as they describe critical incidents that occurred for them in their teaching practice. In this way it is possible to see where, in the ongoing conversations about religious education, the student teachers' perceptions fall. This brings insights to theory development in religious education, and the educational as well as social factors that influence it. Along the way the task requires a discussion of the role of reflective techniques in promoting teacher thinking, and an explanation of the processes through which the student teachers' perceptions were collected. A critical analysis of the student teachers' thinking about religious education concludes the paper and sets direction for further research.