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....
Auteurs: | ; |
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Type de support: | Électronique Article |
Langue: | Anglais |
Vérifier la disponibilité: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Publié: |
[publisher not identified]
2021
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Dans: |
British Journal of religious education
Année: 2021, Volume: 43, Numéro: 3, Pages: 349-360 |
Sujets / Chaînes de mots-clés standardisés: | B
England
/ Enseignement secondaire
/ Professeur de religion
/ Éthique des valeurs
/ Formation du caractère
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RelBib Classification: | AH Pédagogie religieuse KBF Îles britanniques NCB Éthique individuelle |
Sujets non-standardisés: | B
Teachers
B Religious Education B Virtue B Character education |
Accès en ligne: |
Accès probablement gratuit Volltext (lizenzpflichtig) |
Résumé: | 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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ISSN: | 1740-7931 |
Contient: | Enthalten in: British Journal of religious education
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Persistent identifiers: | DOI: 10.1080/01416200.2020.1713049 |