Learning Orientations in Interfaith Initiatives: A Case Study of the Interfaith Leadership Program Emoena
This study examines participants’ self-reported learning orientations over the course of the interfaith leadership program Emoena. Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throu...
| Autores principales: | ; ; ; |
|---|---|
| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Journals Online & Print: | Gargar...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado: |
Routledge, Taylor & Francis Group
2023
|
| En: |
Religious education
Año: 2023, Volumen: 118, Número: 4, Páginas: 369-384 |
| Otras palabras clave: | B
Leadership
B Interfaith learning B learning orientation B reflection reports |
| Acceso en línea: |
Volltext (kostenfrei) |
| Sumario: | This study examines participants’ self-reported learning orientations over the course of the interfaith leadership program Emoena. Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throughout the program. Based on an inductive analysis of participants’ reflection reports, four interfaith learning orientations were distinguished: 1) literacy-oriented learning, 2) connection-oriented learning, 3) competency-oriented learning, and 4) reflection-oriented learning. Knowing more about these learning orientations will benefit curriculum designers in choosing relevant learning activities, and will direct future empirical work on the complex dynamics of interfaith learning. |
|---|---|
| ISSN: | 1547-3201 |
| Obras secundarias: | Enthalten in: Religious education
|
| Persistent identifiers: | DOI: 10.1080/00344087.2023.2261754 |