Challenges and Opportunities in Religious Education: Re-Considering Practitioners’ Approaches in Scottish Secondary Schools
In Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practiti...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Routledge, Taylor & Francis Group
[2020]
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| Στο/Στη: |
Religious education
Έτος: 2020, Τόμος: 115, Τεύχος: 2, Σελίδες: 184-200 |
| Τυποποιημένες (ακολουθίες) λέξεων-κλειδιών: | B
Schottland
/ Δευτεροβάθμια εκπαίδευση
/ Θρησκευτικά (μάθημα)
/ Hθική <μάθημα>
/ Άσκηση των θρησκευτικών καθηκόντων
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| Σημειογραφίες IxTheo: | AD Κοινωνιολογία της θρησκείας, Πολιτική της θρησκείας AH Θρησκευτική Παιδαγωγική ΑΧ Διαθρησκειακές Σχέσεις KBF Βρετανικές Νήσοι |
| Διαθέσιμο Online: |
Volltext (Resolving-System) |
| Σύνοψη: | In Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practitioner enquiry centered on one local education authority in Scotland, this article advances recent discussions and engages with comparative international scholarship by identifying the challenges and opportunities in relation to the provision of RME and arguing that practitioners are motivated by the demands of learners and the priorities of school leaders, rather than official expectations. |
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| ISSN: | 1547-3201 |
| Περιλαμβάνει: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2019.1677996 |