Significant learning in catholic religious education: the case of Temuco (Chile)
The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious educatio...
| Κύριοι συγγραφείς: | ; ; ; |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
[publisher not identified]
[2020]
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| Στο/Στη: |
British Journal of religious education
Έτος: 2020, Τόμος: 42, Τεύχος: 1, Σελίδες: 90-102 |
| Τυποποιημένες (ακολουθίες) λέξεων-κλειδιών: | B
Temuco
/ Καθολική διδασκαλία θρησκευτικών
/ Μαθησιακή επιτυχία
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| Σημειογραφίες IxTheo: | KBR Λατινική Αμερική RF Χριστιανική θρησκευτική εκπαίδευση, Κατηχητική |
| Άλλες λέξεις-κλειδιά: | B
teaching strategies
B Religious Education (RE) in schools B Interfaith Dialogue B significant learning |
| Διαθέσιμο Online: |
Volltext (Resolving-System) |
| Σύνοψη: | The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils' everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion. |
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| ISSN: | 1740-7931 |
| Περιλαμβάνει: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2019.1628005 |