The questions students ask? A preliminary examination of the questions raised in religious education classes in Catholic schools
The importance of religious questioning in establishing and maintaining religious affiliation is well recognised. Questions and how teachers respond to them is also a critical aspect of strong pedagogy and is an important part of teacher training and formation. Many curriculum documents in religious...
| Published in: | British Journal of religious education |
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| Authors: | ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2020]
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| In: |
British Journal of religious education
Year: 2020, Volume: 42, Issue: 2, Pages: 120-128 |
| Standardized Subjects / Keyword chains: | B
Catholic church
/ Denominational school
/ Religious instruction
/ Pupil
/ Question
|
| RelBib Classification: | KDB Roman Catholic Church RF Christian education; catechetics |
| Further subjects: | B
Religious Education
B content knowledge B teacher support B Questions |
| Online Access: |
Volltext (Resolving-System) |
| Summary: | The importance of religious questioning in establishing and maintaining religious affiliation is well recognised. Questions and how teachers respond to them is also a critical aspect of strong pedagogy and is an important part of teacher training and formation. Many curriculum documents in religious education assume that student questions are an important part of the teaching and learning process. This study seeks to examine the questions that students in Catholic schools raise in religious education class. This has been overlooked in the research literature and it is hoped that work will generate further interest in the topic. The study utilises a mixed methodology incorporating interviews with religious education coordinators as well as focus groups of experienced teachers. Results are discussed for infants (K-grade 2), primary (grades 3-6) and for secondary students (grades7-12). For secondary and primary students, questions are categorised under three descriptive headings; metacognitive; thematic content; Why does the Church
?' Infant questions are described using different categories. A range of implications are drawn from the findings including how to better prepare teachers to facilitate, encourage and respond to questions and the demands the student questions place on those involved in teacher formation and in the ongoing support of teachers. |
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| ISSN: | 1740-7931 |
| Contains: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2019.1710695 |