Spirituality, learning and personalisation: exploring the relationship between spiritual development and learning to learn in a faith-based secondary school
In this paper we explore the relationship between spirituality and learning how to learn in a faith-based secondary school. The development of a spiritually grounded pedagogy is a way of explicitly attending to spiritual development in teaching, learning and curriculum. The research described here c...
| Autori: | ; |
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| Tipo di documento: | Elettronico Articolo |
| Lingua: | Inglese |
| Verificare la disponibilità: | HBZ Gateway |
| Journals Online & Print: | Caricamento...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Pubblicazione: |
Taylor & Francis
2011
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| In: |
International journal of children's spirituality
Anno: 2011, Volume: 16, Fascicolo: 3, Pagine: 197-217 |
| Altre parole chiave: | B
personalised learning
B Spiritual Development B enquiry-based learning B narrative learning |
| Accesso online: |
Volltext (lizenzpflichtig) |
| Riepilogo: | In this paper we explore the relationship between spirituality and learning how to learn in a faith-based secondary school. The development of a spiritually grounded pedagogy is a way of explicitly attending to spiritual development in teaching, learning and curriculum. The research described here comprises a personalised enquiry project in which students attend to four ‘stations’ in a learning journey; these focus on their identity and story, foster learning dispositions and values, develop their knowledge, skills and understanding, and engage them with issues which are meaningful in their world. Three teacher researchers in a Church of England school implemented this pedagogy with two year-8 English classes and one year-9 French class. The findings from a pre- and post-intervention self-report ‘measure’ of learning power are synthesised with student and teacher interviews to explore the contribution this pedagogical approach makes to students’ spiritual development and learning. |
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| ISSN: | 1469-8455 |
| Comprende: | Enthalten in: International journal of children's spirituality
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| Persistent identifiers: | DOI: 10.1080/1364436X.2011.613068 |