Religious Education (RE) as a Context: The Subcultures That Shape Teacher’s Work When Teaching This Subject in Australian Catholic Secondary Schools
Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. U...
| Κύριοι συγγραφείς: | ; |
|---|---|
| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Έκδοση: |
2024
|
| Στο/Στη: |
Religions
Έτος: 2024, Τόμος: 15, Τεύχος: 12 |
| Άλλες λέξεις-κλειδιά: | B
school subjects as context
B religious education (RE) B RE teachers B Australian Catholic secondary schools B subject subcultures |
| Διαθέσιμο Online: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Σύνοψη: | Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient aspects of RE’s subcultures. These include a subculture of ambiguity, boundary crossings and objects, and a confusion of purpose and terms. Knowledge of these may better assist schools—and Catholic Schools’ Departments—to orient and support these teachers in their classroom practice. |
|---|---|
| ISSN: | 2077-1444 |
| Περιλαμβάνει: | Enthalten in: Religions
|
| Persistent identifiers: | DOI: 10.3390/rel15121442 |
