We report on the design of a close-to-practice research project situated in Southwest England exploring the relationship between developing teachers’ ‘powerful knowledge’ of inter-religious dialogue in religious education (RE) through a teacher fellowship model for RE specialists, including a specialist curriculum development programme and co-constructed evaluation of an intervention seeking to promote ‘warmer’ community relations. This current phase of the ‘Shared Space’ project combines insight from two existing subject-specific knowledge exchange projects—undertaken by us—with a Teacher Fellowship approach to pedagogical and curriculum knowledge development pioneered by the Historical Association, and an emerging one, ‘After RE’. The current Shared Space project addresses two established concerns in RE that are not normally connected: (1) the lack of rigorous subject knowledge held by RE teachers in England; (2) the assumption that good RE in schools can promote community relations, a widely accepted assumption hitherto without much evidence to support it. Here we set out a justification for the project and the form it will take, based on established Shared Space principles of how best to support in-service teachers’ ongoing professional development through knowledge exchange with academics, mindful of equal power relations. While appreciating aspects of the notion of ‘powerful knowledge’ on which ‘theory-rich’ Teacher Fellowships have been based, we cite thinking from the emerging After RE project to suggest a modified theoretical framework for our investigation which will innovate methodologically when evaluating its impact in partnership with teacher participants.

我们报告了位于英格兰西南部的一个贴近实践的研究项目的设计，该项目通过针对宗教教育（RE）专家的教师奖学金模式，探索发展教师在宗教教育（RE）中宗教间对话的“强大知识”之间的关系，包括专业课程开发计划以及对旨在促进“温暖”社区关系的干预措施的共同构建评估。当前阶段的“共享空间”项目结合了我们开展的两个现有特定学科知识交流项目的见解，以及由历史协会首创的教师奖学金方法，用于教学和课程知识开发，以及一个新兴的项目“之后”关于'。当前的共享空间项目解决了 RE 中两个通常不相关的既定问题：（1）英国 RE 教师缺乏严格的学科知识； (2) 学校中良好的教育资源可以促进社区关系的假设，这是一个广泛接受的假设，迄今为止没有太多证据支持。在此，我们根据既定的共享空间原则，阐述了该项目的理由及其采取的形式，即如何通过与学者的知识交流，最好地支持在职教师的持续专业发展，并注意平等的权力关系。在赞赏“理论丰富”教师奖学金所基于的“强大知识”概念的各个方面的同时，我们引用了新兴的 After RE 项目的想法，为我们的调查提出了一个修改后的理论框架，该框架将在评估其影响时在方法上进行创新与教师参与者合作。