Teaching about Christianity: a configurative review of research in English schools
This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion's current place within English religious education. The value of a configurative review is set out,...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
[2017]
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| Dans: |
Journal of beliefs and values
Année: 2017, Volume: 38, Numéro: 1, Pages: 121-133 |
| Sujets / Chaînes de mots-clés standardisés: | B
England
/ Enseignement de la religion
/ Christianisme
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| RelBib Classification: | AH Pédagogie religieuse KDE Église anglicane RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Pedagogy
B Religion B Christianity B Teaching |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) |
| Résumé: | This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion's current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article's theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers' professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils' conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2016.1229469 |