What positive things do students from different backgrounds see in integrated RE lessons with collaborative teaching? Three cases from a Finnish teaching experiment

What positive things do students from different backgrounds see in integrated RE lessons with... This article discusses some of the experiences gained from three students studying ethics in integrated and collaborative RE lessons. The data comes from a teaching experiment devised especially for research purposes. In this experiment students from Lutheran, Greek Orthodox, secular humanist backgrounds studied ethics-related contents together. The interview data and data from their diaries were analysed with qualitative inductive content analysis. The results show how the emphasis on the reflection of the students differs by describing three cases: one from each background. In practice, one of the students emphasised the importance of teacher collaboration in making teaching significant, another student considered that it was the life-related topics that made teaching significant. The third student emphasised that facilitating dialogue makes teaching significant. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Religious Education Springer Journals

What positive things do students from different backgrounds see in integrated RE lessons with collaborative teaching? Three cases from a Finnish teaching experiment

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Publisher
Springer Singapore
Copyright
Copyright © 2018 by Australian Catholic University
Subject
Education; Religion and Education; Religious Studies, general
ISSN
1442-018X
eISSN
2199-4625
D.O.I.
10.1007/s40839-018-0056-x
Publisher site
See Article on Publisher Site

Abstract

This article discusses some of the experiences gained from three students studying ethics in integrated and collaborative RE lessons. The data comes from a teaching experiment devised especially for research purposes. In this experiment students from Lutheran, Greek Orthodox, secular humanist backgrounds studied ethics-related contents together. The interview data and data from their diaries were analysed with qualitative inductive content analysis. The results show how the emphasis on the reflection of the students differs by describing three cases: one from each background. In practice, one of the students emphasised the importance of teacher collaboration in making teaching significant, another student considered that it was the life-related topics that made teaching significant. The third student emphasised that facilitating dialogue makes teaching significant.

Journal

Journal of Religious EducationSpringer Journals

Published: May 28, 2018

References

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