Faith schooling: implications for teacher educators. A perspective from Northern Ireland
The separate and parallel systems of schooling in Northern Ireland that largely reflect Protestant/Catholic divisions have been much criticised on the grounds that they have failed to promote social cohesion. These divisions are also evident in teacher education provision and attempts to offset the...
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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: |
Routledge
2008
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| Dans: |
Journal of beliefs and values
Année: 2008, Volume: 29, Numéro: 1, Pages: 1-10 |
| Sujets non-standardisés: | B
Catholic Education
B integrated education B faith schools B Religious Education B Diversity B contact hypothesis B Northern Ireland B Mutual Understanding B (separate) faith‐based education B Teacher Education |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | The separate and parallel systems of schooling in Northern Ireland that largely reflect Protestant/Catholic divisions have been much criticised on the grounds that they have failed to promote social cohesion. These divisions are also evident in teacher education provision and attempts to offset the negative effects of this separation have made only a limited impact. By means of a brief survey of the relationship between two de facto religiously separated teacher education institutions, from the early twentieth century to the present day, this article considers the issues for teacher educators and argues that separateness at this level has been disadvantageous in relation to the challenges of preparing student teachers to work in a diverse, plural society. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617670801928175 |