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Autor/inn/en | Sultmann, Willian; Lamb, Janeen; Hall, David; Borg, Gary |
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Titel | Into the Deep: A Quantitative Analysis of Teacher Ratings of the Development and Implementation of a Trial Religious Education Curriculum |
Quelle | In: British Journal of Religious Education, 44 (2022) 1, S.26-37 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0141-6200 |
DOI | 10.1080/01416200.2021.1951165 |
Schlagwörter | Teacher Evaluation; Religious Education; Catholic Educators; Foreign Countries; Curriculum Implementation; Likert Scales; Experiential Learning; Curriculum Development; Elementary School Teachers; Secondary School Teachers; Faculty Development; Cooperative Planning; Australia Teacher appraisal; Lehrerbeurteilung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Erziehergemeinschaft; Ausland; Likert-Skala; Experiental learning; Erfahrungsorientiertes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien |
Abstract | The Scriptural metaphor, 'Into the Deep', characterises a trial Religious Education curriculum within a Catholic diocese of Australia. Teacher developers (n = 40) and teacher implementers (n = 85) from 37 schools responded to the influence of six Religious Education Development Principles (REDP), and statements on the implementation processes at school and across the diocese. Responses to the REDP achieved a high and consistent overall mean rating of 4.25 on a 5-point Likert scale and a mean of 3.97 for resourcing and strategic implementation processes. Least confidence was reported for development principles of Experiential Learning and Learning Through Integration. Implementation processes favoured resourcing and strategic support at the school level. Overall, responses of teacher developers, in comparison to teacher implementers, were statistically significant, with ratings improving with years of teacher experience and from primary school personnel. Implications of findings were that early career teachers and teachers across school types, other than primary, should be prioritised for support. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |