RE teachers are required to demonstrate the professional, theological, psychological and pedagogical knowledge and skills delineated in professional and institutional standards to facilitate the process of learning and upbringing. True respect for the pupils does not only call RE teacher for the adaptation of the teaching method, but also demands to develop many skills and undertake the emotional, intellectual, personal and religious formation. Handlungskompetenzen (the a ctionrelated competencies) seems to be very important for every teacher, but especially for RE teacher and catechist, because they are influenced by teacher’s beliefs and values. These competencies are the complex abilities needed to enact spontaneously specific knowledge in learning situation. This paper highlights the importance of the teachers’ actions or reactions in critical and/or challenging teaching/learning situations and ability to explain a topic in the response to pupils’ difficulty and questions. Equipping RE teachers and catechists to meet the needs of diverse pupils means also to help them in planning the educational actions and critical evaluation of didactical processes. Consequently, RE teacher or catechist needs to be not only a teacher, but also pedagogue and faith witness. Therefore, he/she should be characterized by a willingness to lifelong learning, enthusiasm for self-study and broad mindedness.
EN
RE teachers are required to demonstrate the professional, theological, psychological and pedagogical knowledge and skills delineated in professional and institutional standards to facilitate the process of learning and upbringing. True respect for the pupils does not only call RE teacher for the adaptation of the teaching method, but also demands to develop many skills and undertake the emotional, intellectual, personal and religious formation. Handlungskompetenzen (the a ctionrelated competencies) seems to be very important for every teacher, but especially for RE teacher and catechist, because they are influenced by teacher’s beliefs and values. These competencies are the complex abilities needed to enact spontaneously specific knowledge in learning situation. This paper highlights the importance of the teachers’ actions or reactions in critical and/or challenging teaching/learning situations and ability to explain a topic in the response to pupils’ difficulty and questions. Equipping RE teachers and catechists to meet the needs of diverse pupils means also to help them in planning the educational actions and critical evaluation of didactical processes. Consequently, RE teacher or catechist needs to be not only a teacher, but also pedagogue and faith witness. Therefore, he/she should be characterized by a willingness to lifelong learning, enthusiasm for self-study and broad mindedness.
In the first years of political transformation in Poland starting in 1989, one of the crucial issues was the reform of education, including changes in the procedure of professional advancement for teachers. At that time, it was also important for the Catholic Church to restore Religious Education in schools, which returned to the state education system in the 1990–1991 school year. Since then, RE teachers have had the same rights and obligations as teachers of compulsory subjects and undergone the same professional advancement procedure. Twenty years have passed since the new procedure of career progression for teachers was introduced in Poland. Therefore the author of the article attempts to answer the following questions: To what extent does the procedure meet the challenges of the information society and in what direction should it evolve due to the rapid development of information and communication technology in the world?
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