‘How far down can you go? Can you get reincarnated as a floorboard?’ Religious education pedagogy, pupil motivation and teacher intelligence

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Abstract
A doctoral study is reported, of action research on the motivation of 12–14‐year‐old religious education pupils in England. An earlier master's dissertation gives the basis and cues a developed conceptual framework including adolescence, creativity, ethnography, pedagogy and iterativity. Four cycles of praxis are traced. The emergent factors in pupil motivation are dialogue with difference, existential and ethical interest and personal significance. Recommendations for religious education pedagogy are advanced but their epistemological status as possibilities for change, subject to assessment and refinement in successive contexts, is kept in view. A critical discussion integrates the recommendations with elements of current religious education debate and then reviews the study's methodology in the light of current discussions of the nature of action research. The article concludes with remarks on the power of action research as a teacher development tool.