Hanna de Jong-Markus

Chapter 1 30 Responsibilities This research project was conducted as my doctoral studies and I am the primary researcher in the project. This is reflected in the use of the first person singular in the General Introduction (Chapter 1), Methods (Chapter 2) and General Conclusion and Discussion (Chapter 8). The supervisors of my doctoral studies are co-authors of the articles, so Chapters 3 to 7 are written in the first person plural. I refer to the cooperation between me and my supervisors as ‘the research team’.16 As primary researcher I was responsible for the design and execution of the research project. My work started with clarifying the problem, formulating the research questions and writing a theoretical framework. In the next phase I designed the empirical part of the research, recruited participants and conducted interviews, then analysed and interpreted the data and described the results in the mentioned articles. Finally, I compiled the findings of the research project in this dissertation and drew overarching conclusions. Throughout the project the supervisors provided continuous expertise-based feedback (see also Section 2.5). I valued this feedback and used it to improve my research activities and sharpen my ideas. Figure 1 Outline of the chapters and research questions Chapter 1 General Introduction / Chapter 2 Methods How do teachers in orthodox Protestant primary schools professionally reconcile the context of a religiously diverse society and the mono-religious characteristics of their schools, and what are the implications for preservice teacher education? Chapter 3 What does religious tolerance as an educational goal mean, and how can the tensions that might emerge in orthodox Protestant primary schools around that goal be understood from a theoretical perspective? Chapter 4 Is the monoreligious school characteristic important for teachers working at Dutch OPPSs, and what are the reasons for this? Chapter 5 What do teachers in OPPSs perceive as their role in religious socialisation, especially in relation to other pedagogical agents? Chapter 6 What do OPPS teachers believe about religious others, and how might this be related to their beliefs about the Christian faith? Chapter 7 What do alumni and teacher educators identify as being significant for primary school teachers’ learning about religious diversity in orthodox Protestant teacher education? (Subquestion 1) (Subquestion 2) (Subquestion 3) (Subquestion 4) (Subquestion 5) Chapter 8 General Conclusion and Discussion 16 Exceptionally, ‘research group’ is used in Chapter 4, as it took place at an earlier stage and is thus mentioned in the article published in 2018.