Learning in Encounter: Crossroads, Connections, Collaborations--A Personal Story

Autor/in	Jackson, Robert
Titel	Learning in Encounter: Crossroads, Connections, Collaborations--A Personal Story
Quelle	In: Religious Education, 112 (2017) 4, S.323-328 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2017.1320511
Schlagwörter	Religious Education; Graduate Study; Teacher Education; Biology; Science Teachers; Theological Education; Philosophy; Academic Degrees; Teaching Methods; Teacher Effectiveness; Beginning Teachers; Secondary School Students; Secondary School Teachers; Beliefs; Student Attitudes; Teacher Attitudes; Personal Narratives; Liberal Education; Programming (Broadcast); Foreign Countries; United Kingdom (Nottingham) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerausbildung; Lehrerbildung; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Philosophie; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Sekundarschüler; Belief; Glaube; Schülerverhalten; Lehrerverhalten; Erlebniserzählung; Programmgestaltung; Ausland
Abstract	Having completed a degree in theology and philosophy, Robert Jackson writes that he really did not know which career he wanted to pursue. He eventually opted to do a one-year postgraduate teacher training course, but was not sure that he wanted to be a teacher or that he would be effective in that role. The moment of truth was being sent into school on teaching practice for a whole school term. The expression "sink or swim" comes to mind. This article provides Jackson's reflections upon his career beginning as a teacher of biology, rugby referee, and religious education teacher, where he found himself working with a group of upper secondary students with views ranging from strong atheism to high levels of religious commitment. It was immediately apparent that this group of students did not simply want to learn about religions and different philosophical positions. They wanted to engage with the material. Jackson says that it was this experience that made him realize that religious education in inclusive schools should be much more than learning about religions, and he became convinced that the subject had an essential reflexive dimension, and that students could and should be allowed to formulate and express some very different opinions. On the basis of his teaching experience, Jackson also became committed to the view that liberal education should cover all areas of human knowledge and experience, and that includes the arts and religion as well as humanities, the natural and social sciences, and physical education. Moreover, he believes this human knowledge and experience should be seen as closely interrelated. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01