Spirituality, Learning and Personalisation: Exploring the Relationship between Spiritual Development and Learning to Learn in a Faith-Based Secondary School

Autor/inn/en	Crick, Ruth Deakin; Jelfs, Helen
Titel	Spirituality, Learning and Personalisation: Exploring the Relationship between Spiritual Development and Learning to Learn in a Faith-Based Secondary School
Quelle	In: International Journal of Children's Spirituality, 16 (2011) 3, S.197-217 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-436X
DOI	10.1080/1364436X.2011.613068
Schlagwörter	Learning Strategies; Foreign Countries; Religious Factors; Teacher Researchers; Spiritual Development; Learning Processes; Religious Education; Secondary School Teachers; Teaching Methods; Self Concept; Values; Skill Development; Interviews; English; French; Teacher Attitudes; Correlation; Parochial Schools; Intervention; Metacognition; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Lehrerforschung; Learning process; Lernprozess; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Wertbegriff; Kompetenzentwicklung; Qualifikationsentwicklung; Interviewing; Interviewtechnik; English language; Englisch; Französisch; Lehrerverhalten; Korrelation; Konfessionsschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler
Abstract	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. (Contains 5 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10