Source: Educational Action Research, Volume 20, Issue 3, 2012, pages 455-471.
This article sheds new light on the relationship between theory and practice through an analysis of empirical findings recorded in a subject-oriented action research project.
The project was conducted as part of the subject Religion, Philosophies of life and Ethics integrated into teacher education at the University of Stavanger in 2008/09, and its name was ‘Teaching about Religious Diversity in School – Applying and Developing an Interpretive Cultural Approach to Religious Education’.
The project has tried out a particular approach to religious education.
The tryout has been done by a community of practice.
In this article the author is asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.