K-12 Christian school teachers’ perspectives on faith and learning
Relationships between faith and learning are central to Christian education. However, few large studies have examined grade-school teachers’ faith-learning perspectives, especially the influence of academic discipline and theological tradition. I investigated these among 1,059 teachers certified by...
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| 格式: | 電子 Article |
| 語言: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | 載入...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| 出版: |
Sage Publishing
2023
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| In: |
International journal of Christianity & education
Year: 2023, 卷: 27, 發布: 1, Pages: 6-26 |
| Further subjects: | B
Academic Discipline
B Christian Education B teaching practices B Theological Tradition B Association of Christian Schools International B faith and learning |
| 在線閱讀: |
Volltext (lizenzpflichtig) |
| 總結: | Relationships between faith and learning are central to Christian education. However, few large studies have examined grade-school teachers’ faith-learning perspectives, especially the influence of academic discipline and theological tradition. I investigated these among 1,059 teachers certified by the Association of Christian Schools International (ACSI). Academic discipline showed a relationship to the responses of secondary (7–12) teachers but not to those of elementary (K-6) teachers. Theological tradition showed no significant relationship to either group’s perspectives. Both groups reported a stronger influence of faith on course content than on instructional strategies. These results have implications for teacher training and evaluation. |
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| ISSN: | 2056-998X |
| Contains: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/20569971211065435 |