Simulation-based learning for Rabbi-teachers dealing with conflicts in education
School rabbi-teachers are responsible for both the religious education and the daily classroom routines of their pupils. There are many conflicts that arise from the tension between these dual roles and although rabbi-teachers face such conflicts in school daily, they are not adequately trained to d...
| VerfasserInnen: | ; ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[publisher not identified]
2022
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| In: |
British Journal of religious education
Jahr: 2022, Band: 44, Heft: 3, Seiten: 315-324 |
| weitere Schlagwörter: | B
School rabbi
B simulation-based learning B Conflict Management |
| Online Zugang: |
Volltext (lizenzpflichtig) |
| Zusammenfassung: | School rabbi-teachers are responsible for both the religious education and the daily classroom routines of their pupils. There are many conflicts that arise from the tension between these dual roles and although rabbi-teachers face such conflicts in school daily, they are not adequately trained to deal with them. The aim of the present study was to examine the contribution of a new simulation-based learning professional development methodology towards improving rabbi-teachers’ perceived ability and skills for conflict management. Using an experimental research design, 68 school rabbis were divided into an experimental group (N = 31), which participated in the simulation workshop, and a control group (N = 37). The findings indicated that the rabbis who participated in the workshop reported an improved perception of the conflict resolution skills and tools at their disposal while showing no improvement in their perception of their general ability to deal with conflict. The unique role of school rabbi-teachers and the need for specific training in conflict management are discussed. |
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| ISSN: | 1740-7931 |
| Enthält: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2021.1973371 |