Israeli and Palestinian Teachers' Self-Reported Motivations for Teaching Religion: An Exploratory Case Study

Autor/in	Gilheany, Terence
Titel	Israeli and Palestinian Teachers' Self-Reported Motivations for Teaching Religion: An Exploratory Case Study
Quelle	In: Religious Education, 108 (2013) 5, S.499-514 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2013.835644
Schlagwörter	Religious Education; Foreign Countries; History Instruction; Civics; Interviews; Teacher Motivation; Social Bias; Social Justice; Semi Structured Interviews; Social Values; Beliefs; Nationalism; Critical Thinking; Resistance (Psychology); Religious Factors; Jews; Islam; Arabs; Case Studies; Qualitative Research; Israel; Israel (Jerusalem); Palestine + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; History lessons; Geschichtsunterricht; Staatsbürgerkunde; Interviewing; Interviewtechnik; Soziale Gerechtigkeit; Sozialer Wert; Belief; Glaube; Nationalismus; Kritisches Denken; Resistenz; Jew; Jude; Jüdin; Juden; Arab; Araber; Case study; Fallstudie; Case Study; Qualitative Forschung; Palästina
Abstract	The teaching of religion raises opportunities to reduce prejudicial beliefs and attitudes among students. In this study, 30 religion, history, and civics teachers in Israel, East Jerusalem, and the Palestinian Territories were interviewed about their motivations for teaching religion. This study found that teachers expressed a variety of motivations, some of which complemented and some of which conflicted with best practices in prejudice reduction. The study concludes that there is an unrealized opportunity to help teachers approach their teaching with tools that can reduce prejudice, and recommends several such tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10