Teaching
1. Subject didactic training at the Center for Islamic Theology
The subject didactic training at the Center for Islamic Theology is based on a multi-level, competence-oriented concept for teacher training.
1.1 Foundation
The subject didactic study begins with an introduction to religious education. The examination of the origin and change of the image of the teacher and the reflection of the personal image of the teacher play a role here. Religious education theories, methods, goals and contents are discussed and analysed. In addition, subject didactic approaches are presented and their applicability for Islamic religious education is discussed. The basics of lesson planning, methods and media form further content (Introduction to Islamic Religious Education I, VO/S).
1.2 Deepening
In a more in-depth stage, the life worlds of Muslim pupils as well as socialisation-theoretical approaches to the religiosity of children and young people are presented and their effects on teaching are discussed. This is followed by a discussion of religious pluralism in our society. On the basis of selected topics of religious education, the knowledge acquired in the previous training steps is practised and shown how it can be incorporated into concrete lesson planning (Introduction to Islamic Religious Education II, VO/S).
1.3 Specialisation
The final stage of training aims at specialisation, in which
- subject didactics enters into dialogue with subject science (seminar on in-depth subject didactics/subject science).
- current and selected issues and research results in the didactics of religion are presented and discussed, especially under the guiding historical point of view of implementation for teaching.
- the basics of subject didactic research are taught and acquired (research seminar).
The last stage of training aims at specialisation, which can lead to the writing of a master's thesis in the didactics of religion.
Figure 2: Didactic training at the Center for Islamic Theology:
2. Qualification of teachers for Islamic religious education at Gymnasium in Baden-Württemberg
2.1 Content dimensions of training
The qualification of teachers for Islamic religious education at grammar schools in Baden-Württemberg takes place in central dimensions that are relevant in all three training stages presented above (foundation, deepening, specialisation) and for which reflection takes place within the framework of the focal points presented in each case:
a) The theological dimension: Knowing and reflecting on Islam
The students deal with the religious texts, the developments in the history of ideas, the key theological questions, the cultural-spatial contexts, the spiritual dimension and the ethics of Islam in a historical and contemporary perspective. In addition, classical and modern theological schools of thought as well as contemporary religious cultures are reflected upon.
The following four dimensions are the main focus of the Chair of Islamic Religious Education:
b) The pedagogical dimension: teaching Islam
The students deal with the school and social situation of muslim pupils, with general questions of religious education, upbringing and socialisation, with theories of religious education and didactic models. Theological and pedagogical challenges are reflected upon.
c) The political dimension:
The students deal with the guiding principles of the „"educational mandate of the school" in Baden-Württemberg. They reflect on the socio-political mandate for Islamic religious education within the framework of the free and constitutional basic order, which should enable pupils of Muslim faith to position themselves in a self-responsible manner in questions of religion and faith, to reflect on and strengthen their identity and to feel at home in German society.
d) The research dimension
The students deal with research questions regarding religious teaching and educational processes. In the course of methods and research seminars, they are given the opportunity to engage with empirical research and develop research designs.
e) The interreligious dimension:
As part of the project „Interreligious Encounter Learning“, the students work out topics from the perspective of different religions in cooperation with the University of Education Heidelberg and concretise them in interreligious exchange. The project focuses on the methodology of encounter learning. Jewish, Catholic, Protestant, Muslim and Alevi students, as well as students of ethics, take part in this project.
The students have the opportunity to take part in interreligious seminars jointly organised by the chairs of Protestant, Catholic and Islamic religious education. They deal with the interreligious elements of their own religion in dialogue with the other religions.
2.2 The study structure
Aimed competence structure:
Competences of the Islamic religious education teacher
- Legal-institutional competences
- Subject-specific theological competences
- Subject didactic competences
- Methodological competences
- Personal competences (Mindfulness (إحسان) , Confidence (تَوَكُّل) , Forbearance (لينة) Behr, 2007)
- Competences for the observation, assessment and counselling of pupils
Role of the Islamic Religious Education Teacher
- Working at the interface between pedagogy and religion
- Moderation between situation and tradition
- Preparing pupils for life in a plural, differentiated society
- Learning companion and mentor
- Role model function
- Ability for self-reflection
Goals of Islamic Religious Education
- Promotion of religious education
- Promotion of personality development
- Strengthening religious identity
- Enabling people to feel at home in a plural, differentiated society
- Strengthening the ability to speak, dialogue, criticise and judge religiously
- Promotion of interreligious competences
The module handbooks for the Bachelor of Education and Master of Education degree programmes can be found here.
2.3. Lecture series
The Professorship of Islamic Religious Education organises lecture series at regular intervals on the topic of „Islamic Educational Work - Theological and Educational Theoretical Reflections on Dealing with Various Topics in Islamic Religious Education".
Guest scholars active in the field are invited to attend.