The Role of Teachers' Religious Beliefs in Their Classroom Practice -- A Personal or Public Concern?

Autor/inn/en	Nelson, James; Yang, Yue
Titel	The Role of Teachers' Religious Beliefs in Their Classroom Practice -- A Personal or Public Concern?
Quelle	In: Journal of Beliefs & Values, 44 (2023) 3, S.316-333 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2022.2125672
Schlagwörter	Teacher Role; Beliefs; Religious Education; Ethics; Teaching Methods; Inclusion; Educational Policy; Educational Change; Teacher Attitudes; Cultural Pluralism; Barriers; Decision Making; Curriculum Development; Foreign Countries; Catholic Schools; Christianity; Institutional Characteristics; Protestants; Religious Factors; Religious Cultural Groups; Elementary Secondary Education; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Lehrerrolle; Belief; Glaube; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Politics of education; Bildungspolitik; Bildungsreform; Lehrerverhalten; Kulturpluralismus; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Katholische Schule; Christentum; Protestantism; Protestantismus; Kirchliche Gruppe; Religionszugehörigkeit
Abstract	This article reports on research into the influence of teachers' religious beliefs in religious education. Drawing on accounts from eleven teachers in Controlled Schools in Northern Ireland, it shows the contested space many of them occupy in relation to handling personal beliefs, teaching about diverse religions and articulating a public rationale for their subject in the face of challenges from pupils and parents. In particular, we investigate how and why they teach World Religions in the way that they do. The findings are considered in the light of debates on the role of teachers' beliefs in religious education. In contrast to other studies in this field which offer personal reflection as a way to resolve such challenges, the case is made here for understanding teachers' choices within a wider lens which acknowledges the public nature of the space within which they operate. We argue that the challenges cannot be resolved or mitigated by individuals alone. Changes in policy to provide an inclusive and balanced curriculum with robust pedagogical purposes is needed along with clear ethical expectations around how teachers approach teaching religious education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01