A multiple case study of teachers referring to their own religious beliefs in mathematics teaching
There is a need to integrate religious education and spiritual education across school curriculum. This paper reports one of the few empirical studies on bridging the intention-practice gap in classrooms. Six school teachers deliberately designed and implemented mathematics lessons which referred to...
| Auteurs: | ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
[2016]
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| Dans: |
International journal of children's spirituality
Année: 2016, Volume: 21, Numéro: 3/4, Pages: 243-255 |
| RelBib Classification: | AG Vie religieuse AH Pédagogie religieuse BL Bouddhisme CB Spiritualité chrétienne KBM Asie RF Pédagogie religieuse |
| Sujets non-standardisés: | B
personal religious beliefs
B Religious education across school subjects B enactment of religious beliefs B practices in mathematics teaching |
| Accès en ligne: |
Volltext (Verlag) |
| Résumé: | There is a need to integrate religious education and spiritual education across school curriculum. This paper reports one of the few empirical studies on bridging the intention-practice gap in classrooms. Six school teachers deliberately designed and implemented mathematics lessons which referred to their own religious beliefs in teaching. It unfolds teachers' intention to enact their religious beliefs in mathematics classroom teaching. Different modes were identified. Implications to religious education in schools are offered. |
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| ISSN: | 1469-8455 |
| Contient: | Enthalten in: International journal of children's spirituality
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| Persistent identifiers: | DOI: 10.1080/1364436X.2016.1251398 |