Into the Deep: Teacher Reflections on the Development and Implementation of a Trial Religious Education Curriculum

Autor/inn/en	Sultmann, William; Lamb, Janeen; Hall, David; Borg, Gary
Titel	Into the Deep: Teacher Reflections on the Development and Implementation of a Trial Religious Education Curriculum
Quelle	In: Religious Education, 116 (2021) 5, S.531-544 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2021.1954341
Schlagwörter	Religious Education; Teacher Attitudes; Teaching Methods; Creative Teaching; Phenomenology; Catholic Schools; Curriculum Development; Catholic Educators; Curriculum Implementation; Cooperative Learning; Communities of Practice; Teacher Educators; Foreign Countries; Inquiry; Experiential Learning; Institutional Mission; Australia + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Phenomenological psychology; Phänomenologie; Psychologie; Katholische Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Katholische Erziehergemeinschaft; Kooperatives Lernen; Community; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Australien
Abstract	The development and implementation of a trial Religious Education (RE) curriculum within a Catholic diocese of Australia was characterized by the scriptural metaphor "into the deep." Commentary (5300 words) from teacher developers (n = 40) and implementers (n = 85) were analyzed using Interpretative Phenomenological Analysis. Findings indicate that the six RE Development Principles (REDP) were applied successfully to collaborative learning and teaching resources; and, significant to implementation were the application of creative pedagogies; a whole school approach to curriculum; and, teacher witness. Teachers affirmed the complementary support by school and system authority personnel, and within the local school community, professional learning was reinforced by teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01