A Practitioner Action Research Approach to Learning outside the Classroom in Religious Education: Developing a Dialogical Model through Reflection by Teachers and Faith Field Visitors

Autor/inn/en	Lundie, David; Ali, Waqaus; Ashton, Michael; Billingsley, Sue; Heydari, Hinnah; Iqbal, Karamat; McDowell, Kate; Thompson, Matthew
Titel	A Practitioner Action Research Approach to Learning outside the Classroom in Religious Education: Developing a Dialogical Model through Reflection by Teachers and Faith Field Visitors
Quelle	In: British Journal of Religious Education, 44 (2022) 2, S.138-148 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2021.1969896
Schlagwörter	Religious Education; Action Research; School Community Relationship; Disadvantaged; Educational Policy; Elementary School Students; Informal Education; Educational Objectives; Teacher Attitudes; Student Attitudes; Clergy; Foreign Countries; Spiritual Development; Moral Development; Cultural Awareness; Professionalism; Needs Assessment; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Projektforschung; Politics of education; Bildungspolitik; Informelle Bildung; Nichtformale Bildung; Educational objective; Bildungsziel; Erziehungsziel; Lehrerverhalten; Schülerverhalten; Klerus; Ausland; Moralische Entwicklung; Cultural identity; Kulturelle Identität; Professionalität; Bedarfsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	This paper reports the co-creation of knowledge through a Practitioner Action Research Community of Practice of teachers and mid-level policy enactors which sought to engage the question of how to enhance Religious Education in primary schools serving socially disadvantaged children. Co-authors' professional values and assumptions are explored, and questions developed to carry out a needs assessment of primary teachers in contexts of social disadvantage; highlighting the advantages of effective school-community partnership, leading to a recognition of the importance of learning outside the classroom for enhancing children's experience of Religious Education. A model of successful learning outside the classroom was developed, centring on the importance of spaces for encountering the lived experience of religion, asking challenging questions, and sharing learning objectives. The benefits of this approach for children from disadvantaged backgrounds are explored. Feedback from teachers, children, places of worship and SACREs was fed into the reflective process to arrive at a series of opportunities, weaknesses and training needs for effective field visits and visiting speakers. The paper concludes by setting out a model for an online portal to enable schools and education officers from places of worship to connect effectively with one another to enhance primary Religious Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01