Implementing a Multi-Faith Religious Education Curriculum in Botswana Junior Secondary Schools

Autor/in	Dinama, Baamphatlha
Titel	Implementing a Multi-Faith Religious Education Curriculum in Botswana Junior Secondary Schools
Quelle	In: Perspectives in Education, 28 (2010) 1, S.16-23 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Secondary Schools; Foreign Countries; Teacher Attitudes; Educational Policy; Religious Education; Secondary School Teachers; Curriculum Implementation; Case Studies; Interviews; Course Descriptions; Pedagogical Content Knowledge; Educational Assessment; Mentors; Cooperation; Teaching Methods; Religion; Botswana + Suchen Sie Ihr Suchwort? Sekundarschule; Ausland; Lehrerverhalten; Politics of education; Bildungspolitik; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Kursstrukturplan; Pädagogische Kompetenz; Education; assessment; Bewertungssystem; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	I explore the ways in which RE teachers understand and implement a multi-faith Religious Education curriculum in Botswana junior secondary schools. The multi-faith RE curriculum came about as a result of an educational policy change in 1994. The study is based on case studies and draws its data from classroom observations, interviews and documents such as the RE teaching syllabus, and the schemes of work. In highlighting the teachers' understanding and classroom practices, I adopted the concept of the teachers' professional knowledge landscape. When the multi-faith RE curriculum was introduced in Botswana, there were two groups of teachers, those who taught the multi-faith curriculum and those who taught both the single faith and the multi-faith Religious Education. Five themes emerged from the data, namely: pedagogical and content knowledge, assessment, mentoring, and collaboration. I conclude that there are no marked differences between these two groups of teachers in terms of their understanding of the curriculum and their classroom practices. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10