Einstellungen zum Islamischen Religionsunterricht von muslimischen ReligionslehrerInnen und LehramtsanwärterInnen in Deutschland

Abstract

It is safe to say that Islamic Education is steadily gaining in significance – a development, which can only partly be attributed to the current debate on migra-tion. However, the teaching subject has yet to be assessed by or made subject of evaluative studies. Previously conducted studies focused either upon the pupils who took part in Religious Education or upon their parents, while teachers or students aiming to become teachers of Religious Education have, as yet, attracted little to no attention in former German studies. The study “Attitudes, Value Ori-entations and Educational Experiences of Muslim Teachers of Religion and Trainee Teachers” seeks to fill this gap by providing overviews of value orienta-tions, religious self-assessments and political convictions of students aiming to work as teachers of Islamic Education. In this article, the authors present the results of a qualitative research study, which consists of 34 in-depth interviews with Muslim teachers of Religious Education and those training for the profes-sion, i.e. trainee teachers, with regard to their attitudes towards Islamic Educa-tion. The acquired data ascertained objectives and tasks of Religious Education, identified the teacher’s role and described the collaboration with parents and mosque communities as well as the cooperation with the Christian Community.

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