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...

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Authors: Navarrete, Jessica (Author) ; Cantero, Daniel (Author) ; Montero, Efraín (Author) ; Vásquez, Angélica (Author)
格式: 电子 文件
语言:English
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出版: [publisher not identified] [2020]
In: British Journal of religious education
Year: 2020, 卷: 42, 发布: 1, Pages: 90-102
Standardized Subjects / Keyword chains:B Temuco / 天主教宗教课程 / Lernerfolg
IxTheo Classification:KBR Latin America
RF Christian education; catechetics
Further subjects:B teaching strategies
B Religious Education (RE) in schools
B Interfaith Dialogue
B significant learning
在线阅读: Volltext (Resolving-System)
实物特征
总结: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.
ISSN:1740-7931
Contains:Enthalten in: British Journal of religious education
Persistent identifiers:DOI: 10.1080/01416200.2019.1628005