Competing imaginations for teaching and learning: The findings of research into a Christian approach to teaching and learning called "What If Learning"
What If Learning is an approach to help teachers re-frame teaching and learning to support the Christian ethos of a school. This article presents the findings of research carried out with 14 teachers, in three state-funded church secondary schools in England. The findings provide an important insigh...
| Published in: | International journal of Christianity & education |
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| Main Author: | |
| Contributors: | |
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage
[2015]
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| In: |
International journal of Christianity & education
Year: 2015, Volume: 19, Issue: 2, Pages: 96-107 |
| IxTheo Classification: | KBF British Isles RF Christian education; catechetics |
| Further subjects: | B
Christian ethos
B distinctively Christian pedagogy B What If Learning B teaching and learning |
| Online Access: |
Volltext (doi) |
| Summary: | What If Learning is an approach to help teachers re-frame teaching and learning to support the Christian ethos of a school. This article presents the findings of research carried out with 14 teachers, in three state-funded church secondary schools in England. The findings provide an important insight into teachers' pedagogic practice. The article concludes that teachers' assumptions about knowledge, pedagogy and theology are filtered through their prior assumptions about what it means to teach "Christianly" and also by assumptions about pedagogy embedded within English education policy. What If Learning required them to re-frame their practice in the light of a Christian worldview, and even though they were teaching in church schools this was the first time some of the participants had experienced this. |
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| ISSN: | 2056-9971 |
| Contains: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997115583432 |