Quel modèle de formation des enseignant·e·s en Éthique et culture religieuse ? Analyse d'expériences québécoises
For almost ten years, all primary and secondary pupils in Quebec have taken a compulsory Ethics and Religious Culture course. The establishment of this syllabus, replacing confessional moral and religious instruction, has encountered several challenges, the most important of which seems to be the tr...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Français |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[publisher not identified]
[2016]
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| Dans: |
Zeitschrift für Religionskunde
Année: 2016, Volume: 2, Pages: 141-153 |
| Sujets / Chaînes de mots-clés standardisés: | B
Québec
/ Enseignement de l’éthique
/ Religion
/ Identité culturelle
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| Sujets non-standardisés: | B
Modèle de formation
B Éthique et culture religieuse B Québec |
| Accès en ligne: |
Volltext (kostenfrei) |
| Résumé: | For almost ten years, all primary and secondary pupils in Quebec have taken a compulsory Ethics and Religious Culture course. The establishment of this syllabus, replacing confessional moral and religious instruction, has encountered several challenges, the most important of which seems to be the training of the teaching staff. By retracing some steps in this process and drawing on recent surveys, what lessons can we draw from the Quebec experience? What are the teachers' needs? Is it possible to extract from it a training model that is appropriate and effective in this context? |
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| ISSN: | 2297-6469 |
| Contient: | Enthalten in: Zeitschrift für Religionskunde
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| Persistent identifiers: | DOI: 10.26034/fr.zfrk.2016.024 |