This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.

Teachers pedagogical thinking, professional action and knowledge base are current issues in research on teaching and instruction. Teachers ability to work flexibly in continuously changing pedagogical settings is of interest of educational experts and researchers. This research examines teachers tacit pedagogical knowing, which is defined as a teachers personal thinking and action process in interactive teaching situation through which a teacher finds solutions to surprising and challenging instructional situations, pedagogical moments. Teachers are able to describe their tacit pedagogical knowing afterwards and express reasons for it. The model of teachers tacit pedagogical knowing with some simplifying patterns offers a possibility to understand this multifaceted and complex phenomenon. Using the model, it is also possible to illustrate the factors that are at the core of teachers professionality. It would benefit researchers, teachers, student teachers as well as parents and policy makers to understand the professional practices of teachers.