Forum: Crafting the Introductory Course in Religious Studies
This series of short essays considers the complex choices and decision-making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's "The Craft of Teaching in the Academ...
| Subtitles: | Crafting the Introductory Course in Religious Studies |
|---|---|
| Authors: | ; |
| Contributors: | ; ; ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2016]
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| In: |
Teaching theology and religion
Year: 2016, Volume: 19, Issue: 1, Pages: 78-98 |
| RelBib Classification: | AH Religious education |
| Further subjects: | B
Decision Making
B course design B introductory courses B craft of teaching B early-career educators B classroom dynamics |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
MARC
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| 245 | 1 | 0 | |a Forum: Crafting the Introductory Course in Religious Studies |c Russell T. McCutcheon (University of Alabama), Aaron T. Hollander (University of Chicago), Andrew F. Durdin (University of Chicago), Kelli A. Gardner (University of Chicago), Adam T. Miller (University of Chicago), Emily D. Crews (University of Chicago) |
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| 520 | |a This series of short essays considers the complex choices and decision-making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's "The Craft of Teaching in the Academic Study of Religion" series, Russell McCutcheon explores a "baker's dozen" of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron Hollander provides a brief introduction and four doctoral students at the University of Chicago Divinity School respond to McCutcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early-career educators in the field. | ||
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| 787 | 0 | 8 | |i Erweitert durch |a Durdin, Andrew F. |t The Spaces Between, or When the Choices are Hard |
| 787 | 0 | 8 | |i Erweitert durch |a Gardner, Kelli A. |t How Do We Teach Attitude? |
| 787 | 0 | 8 | |i Erweitert durch |a Miller, Adam T. |t When Something Cannot Be Left Out |
| 787 | 0 | 8 | |i Erweitert durch |a Crews, Emily D. |t The Problem of Identity |
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