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...
| Authors: | ; ; ; |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Routledge, Taylor & Francis Group
2023
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| Em: |
Religious education
Ano: 2023, Volume: 118, Número: 4, Páginas: 369-384 |
| Outras palavras-chave: | B
Leadership
B Interfaith learning B learning orientation B reflection reports |
| Acesso em linha: |
Volltext (kostenfrei) |
| Resumo: | 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. |
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| ISSN: | 1547-3201 |
| Obras secundárias: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2023.2261754 |