Insights on Student-Centred and Knowledge-Centred Teaching: Jewish Studies Teachers, Pedagogy and Community

Autor/inn/en	Stern, Julian; Kohn, Eli
Titel	Insights on Student-Centred and Knowledge-Centred Teaching: Jewish Studies Teachers, Pedagogy and Community
Quelle	In: Oxford Review of Education, 49 (2023) 5, S.681-697 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stern, Julian) ORCID (Kohn, Eli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2151994
Schlagwörter	Student Centered Learning; Judaism; Religious Education; Teaching Methods; Religious Schools; Foreign Countries; Teacher Role; Caring; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerrolle; Care; Pflege; Sorge; Betreuung; Großbritannien; Australien
Abstract	The contrast between student-centred and knowledge-centred teaching is explored through a qualitative case study exploration of the pedagogies (Bruner's 'folk pedagogies') of six teachers of Jewish studies. These teachers, based in orthodox Jewish schools in the UK and Australia, discussed their roles as teachers in the context of their responsibility for inducting students into the Jewish community. They appear to overcome (or at least mitigate) the tensions between being student-centred and knowledge-centred through understanding both students and knowledge in communal terms. This communally-focused approach, drawing on the philosophers of 'personal' knowledge such as Polanyi, and of personalist approaches to schooling such as those of Macmurray and Noddings, is then proposed as of value in debates on schooling and the curriculum in general, well beyond the religious context of this particular research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01