Die Deutungsmacht der eigenen Erfahrung: Inklusives Lernen in der Wahrnehmung von Religionslehrkräften

Teachers of Religious Education have divergent views on the inclusion of students with special needs in mainstream classrooms. Therefore, a sample of 6 RE teachers were asked for their views on the topic, including their professional self-image and how it affects their attitudesand beliefs about inc...

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Bibliographic Details
Published in:Zeitschrift für Pädagogik und Theologie
Main Author: Käbisch, David 1975- (Author)
Format: Electronic/Print Article
Language:German
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Published: De Gruyter 2015
In: Zeitschrift für Pädagogik und Theologie
Standardized Subjects / Keyword chains:B Religion teacher / Self-understanding / Religious instruction / Inclusion (Sociology)
RelBib Classification:RF Christian education; catechetics
ZB Sociology
ZF Education
Further subjects:B professionelle Selbstverständnis
B Inclusion
B Deutungsmacht
B Unterrichtserfahrung
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Description
Summary:Teachers of Religious Education have divergent views on the inclusion of students with special needs in mainstream classrooms. Therefore, a sample of 6 RE teachers were asked for their views on the topic, including their professional self-image and how it affects their attitudesand beliefs about inclusion and social integration at schools. The main objective of the studywas to describe the interplay between the teachers’ experiences and their power of interpretation (‚Deutungsmacht‘).
Item Description:Zusatzinformation: Seite 250 Interviews zum Nachlesen http://bit.ly/Zusatz
ISSN:1437-7160
Contains:In: Zeitschrift für Pädagogik und Theologie
Persistent identifiers:DOI: 10.1515/zpt-2015-0307
DOI: 10.15496/publikation-61355
HDL: 10900/119982