Teaching Sacred Texts in the Classroom: The Pedagogy of "Transmission" and the Pedagogy of "Interpretive Facilitation"

Autor/in	Hassenfeld, Ziva R.
Titel	Teaching Sacred Texts in the Classroom: The Pedagogy of "Transmission" and the Pedagogy of "Interpretive Facilitation"
Quelle	In: Journal of Jewish Education, 83 (2017) 4, S.339-366 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2018.1378562
Schlagwörter	Judaism; Biblical Literature; Christianity; Jews; Elementary School Teachers; Teaching Methods; Constructivism (Learning); Interviews; Interpretive Skills; Hermeneutics; Facilitators (Individuals); Active Learning; Educational Practices; Foreign Countries; Observation; Israel + Suchen Sie Ihr Suchwort? Judaismus; Bibel; Christentum; Jew; Jude; Jüdin; Juden; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Interpretationsmethode; Hermeneutik; Aktives Lernen; Bildungspraxis; Ausland; Beobachtung
Abstract	Empirical research in Jewish education has found almost exclusive use of "transmission" pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, "interpretive facilitation." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01