Die Deutungsmacht der eigenen Erfahrung: Inklusives Lernen in der Wahrnehmung von Religionslehrkräften
Teachers of Religious Education have divergent views on the inclusion of students with special needs in mainstream classrooms. Therefore, a sample of 6 RE teachers were asked for their views on the topic, including their professional self-image and how it affects their attitudesand beliefs about inc...
| Main Author: | |
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| Format: | Electronic/Print Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2015
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| In: |
Zeitschrift für Pädagogik und Theologie
Year: 2015, Volume: 67, Issue: 3, Pages: 248-256 |
| Standardized Subjects / Keyword chains: | B
Religion teacher
/ Self-understanding
/ Religious instruction
/ Inclusion (Sociology)
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| IxTheo Classification: | RF Christian education; catechetics ZB Sociology ZF Education |
| Further subjects: | B
professionelle Selbstverständnis
B Inclusion B Deutungsmacht B Unterrichtserfahrung |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) Volltext (lizenzpflichtig) |
| Summary: | Teachers of Religious Education have divergent views on the inclusion of students with special needs in mainstream classrooms. Therefore, a sample of 6 RE teachers were asked for their views on the topic, including their professional self-image and how it affects their attitudesand beliefs about inclusion and social integration at schools. The main objective of the studywas to describe the interplay between the teachers’ experiences and their power of interpretation (‚Deutungsmacht‘). |
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| Item Description: | Zusatzinformation: Seite 250 Interviews zum Nachlesen http://bit.ly/Zusatz |
| ISSN: | 1437-7160 |
| Contains: | In: Zeitschrift für Pädagogik und Theologie
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| Persistent identifiers: | DOI: 10.1515/zpt-2015-0307 DOI: 10.15496/publikation-61355 HDL: 10900/119982 |