Religious education teachers’ perspectives on character education

This article presents the findings of a qualitative interview study undertaken with RE teachers (n = 30), working in English schools with secondary status. Despite recent policy interest in character education, there is a lacuna of information about the extent RE contributes to character education....

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Bibliographic Details
Authors: Metcalfe, Jason (Author) ; Moulin-Stożek, Daniel (Author)
Format: Electronic Article
Language:English
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Published: [publisher not identified] 2021
In: British Journal of religious education
Year: 2021, Volume: 43, Issue: 3, Pages: 349-360
Standardized Subjects / Keyword chains:B England / Secondary school level / Religion teacher / Value ethics / Character formation
IxTheo Classification:AH Religious education
KBF British Isles
NCB Personal ethics
Further subjects:B Teachers
B Religious Education
B Virtue
B Character education
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Summary:This article presents the findings of a qualitative interview study undertaken with RE teachers (n = 30), working in English schools with secondary status. Despite recent policy interest in character education, there is a lacuna of information about the extent RE contributes to character education. The present study focuses on teachers’ perspectives on virtue literacy, a theme identified across participants in response to open-ended prompts about RE, religion and character. The participants in the sample hold different worldviews and work across a range of schools, providing a variety of informative perspectives. There were clear differences between the responses of participants’ from faith and non-faith schools regarding the contribution of RE to pupils’ virtue literacy. These findings mark a distinctive contribution to our understanding of the differences between RE in faith and non-faith schools.
ISSN:1740-7931
Contains:Enthalten in: British Journal of religious education
Persistent identifiers:DOI: 10.1080/01416200.2020.1713049