Religious education teachers’ perspectives on character education
This article presents the findings of a qualitative interview study undertaken with RE teachers (n = 30), working in English schools with secondary status. Despite recent policy interest in character education, there is a lacuna of information about the extent RE contributes to character education....
| VerfasserInnen: | ; |
|---|---|
| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[publisher not identified]
2021
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| In: |
British Journal of religious education
Jahr: 2021, Band: 43, Heft: 3, Seiten: 349-360 |
| normierte Schlagwort(-folgen): | B
England
/ Sekundarstufe
/ Religionslehrer
/ Wertethik
/ Charakterbildung
|
| RelBib Classification: | AH Religionspädagogik KBF Britische Inseln NCB Individualethik |
| weitere Schlagwörter: | B
Teachers
B Religious Education B Virtue B Character education |
| Online Zugang: |
Vermutlich kostenfreier Zugang Volltext (lizenzpflichtig) |
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| 520 | |a This article presents the findings of a qualitative interview study undertaken with RE teachers (n = 30), working in English schools with secondary status. Despite recent policy interest in character education, there is a lacuna of information about the extent RE contributes to character education. The present study focuses on teachers’ perspectives on virtue literacy, a theme identified across participants in response to open-ended prompts about RE, religion and character. The participants in the sample hold different worldviews and work across a range of schools, providing a variety of informative perspectives. There were clear differences between the responses of participants’ from faith and non-faith schools regarding the contribution of RE to pupils’ virtue literacy. These findings mark a distinctive contribution to our understanding of the differences between RE in faith and non-faith schools. | ||
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