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The results highlight structural elements showing limited uniformity in venue and timing, with religious leaders, classroom assistants, and staff across responsibility levels delivering assemblies and CW. The content also covers both religious and secular materials and children’s involvement, informing trainee professional learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/trainee-teachers-learning-about-collective-worship-in-primary-schools-issue-1/593827/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/trainee-teachers-learning-about-collective-worship-in-primary-schools-issue-1/593827.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study investigate collective worship in primary schools?","Question",{"text":112,"@type":113},"It used non-participant observations carried out by second-year trainee teachers during their school placements.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the findings say about how collective worship is organized?",{"text":117,"@type":113},"The study reports structural elements with little uniformity, especially regarding venue and time, and describes delivery by religious leaders and staff at multiple levels of responsibility.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author argue trainee teachers should attend collective worship during placements?",{"text":121,"@type":113},"The author proposes that such observations should count as part of professional learning and help trainees support required professional standards and understand statutory frameworks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593827,1792230338,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 7 | Article 1 |\n| --- | --- |\n\n2018  \nTrainee Teachers’Learning about Collective Worship in Primary Schools  \nImran Mogra  \nBirmingham City University, [imran.mogra@bcu.ac.uk](imran.mogra@bcu.ac.uk)  \nRecommended Citation  \nMogra, I. (2018). Trainee Teachers’ Learning about Collective Worship in Primary Schools. Australian Journal of Teacher Education, 43 (7).  \n[http://dx.doi.org/10.14221/ajte.2018v43n7.1](http://dx.doi.org/10.14221/ajte.2018v43n7.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss7/1](http://ro.ecu.edu.au/ajte/vol43/iss7/1)  \nAustralian Journal of Teacher Education  \nTrainee Teachers’ Learning about Collective Worship in Primary Schools  \nImran Mogra  \nBirmingham City University  \nUnited Kingdom  \nAbstract: This article gives an account of a qualitative research  \nproject which investigated acts of collective worship (hereafter CW) in primary schools through non-participant observations undertaken  \nby second year trainee teachers during one of their placements. The  \ndata were gathered from a range of schools across the West Midlands.  \nThe findings illustrate structural elements which show a lack of  \nuniformity in terms of the venue and time. Religious leaders,  \nclassroom assistants and staff at all levels of responsibility deliver  \nassemblies and CW. The focus of the content is diverse and includes religious and ‘secular’material and events. Trainees learnt about the organisation, purpose, content and the involvement of children. Based on the findings, it is proposed that observations of acts of CW should  \nbe considered as part of their professional learning during their  \ntraining.  \nBackground  \nSome trainees are often perplexed to learn about the status of religious education (RE), its curriculum requirements and the legislation enacted upon it. The same applies with collective worship (CW) . Recently, in an RE session, when CW was mentioned, a year one trainee startlingly remarked: “what’s that?” Upon elucidation, many in the class expressed their surprise at discovering, among other matters, the fact that CW is a legislated school activity in the UK. These reactions appear to reveal a disparity between their lived schooling experiences and knowledge about what actually happens in schools. A plausible explanation might lie in the use of the words ‘collective worship ’ by the lecturer. Had the word‘assembly’ been used instead, it is highly likely that the question might not have been expressed, even though the surprise would have persisted.  \nOver the years, this kind of reaction has lead the author, despite time constraints, to ensure that trainees, in their university sessions, gain a more sophisticated and mature understanding of CW, its role and the potential contribution it can make to pupils and schools. There has been limited research undertaken among trainee teachers about their views of CW (Cumper & Mawhinney, 2015; Mogra, 2016; Mogra, 2017) . As part ofon-going research on this subject, research was undertaken to contribute to this limited amount of findings to seek evidence for the value of encouraging trainees to attend acts of CW during their placements. Anecdotal evidence based on discussions with personal tutees and trainees supervised during placements revealed that some trainees were not taking full advantage of all the learning opportunities available to them in school. For some this included CW. This research was designed to accomplish two purposes: First, the study sought to explore and identify some of the structural dimensions of the CW in schools. Second, it contributed towards the trainees’ learning of CW used by schools by becoming familiar with a variety of approaches used by schools.  \nVol 43, 7, July 2018 1  \nAustralian Journal of Teacher Education  \nWhilst CW is not legislated in many other countries, this particular research has implications for teacher educators w","cbCaif75sGBU88vP","https://ap.wps.com/l/cbCaif75sGBU88vP","pdf",286886,11,"English","# Abstract\n# Background\n# Literature Review\n# Findings and Implications","[{\"question\":\"How did the study investigate collective worship in primary schools?\",\"answer\":\"It used non-participant observations carried out by second-year trainee teachers during their school placements.\"},{\"question\":\"What do the findings say about how collective worship is organized?\",\"answer\":\"The study reports structural elements with little uniformity, especially regarding venue and time, and describes delivery by religious leaders and staff at multiple levels of responsibility.\"},{\"question\":\"Why does the author argue trainee teachers should attend collective worship during placements?\",\"answer\":\"The author proposes that such observations should count as part of professional learning and help trainees support required professional standards and understand statutory frameworks.\"}]","Trainee Teachers’ Learning about Collective Worship in Primary Schools - Issue 1 | PDF",1792077989,28]