Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education
Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptua...
| Auteur principal: | |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[publisher not identified]
[2020]
|
| Dans: |
British Journal of religious education
Année: 2020, Volume: 42, Numéro: 4, Pages: 471-489 |
| Sujets / Chaînes de mots-clés standardisés: | B
England
/ Professeur de religion
/ Enseignant stagiaire
/ Savoir
/ Compréhension
/ Définition
|
| RelBib Classification: | AB Philosophie de la religion AH Pédagogie religieuse KBF Îles britanniques |
| Sujets non-standardisés: | B
metaphor analysis
B pre-service teachers B Religious Education B Understanding B initial teacher education B Metaphor |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) |