Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools

This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) career teachers’ confidence in teaching Religious Education (RE) how it impacts their of RE Catholic primary schools Western Australia. Teachers’ is teacher’s belief ability to accomplish goal refers strength belief. Research this area has shown correlated with sense efficacy responsibility for student learning. Whilst there been some research into teacher confidence, insufficient teach an Australian context. Literature supports notion if teachers have strong subject, they are more motivated subject positive correlation outcomes. The epistemological approach underpinning constructivist nature; therefore, based on understanding constructed realities what humans know world themselves as produced by communications systems meaning. Three case studies follow second-year experience schools. investigates support structures aspects contribute RE. main themes identified data contributed or lack included training, family religious backgrounds, learning, mentoring first year teaching. implications results pre-service training graduate discussed suggestions offered about courses provided universities education can do effectively