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Littérature scientifique sur le sujet « Religious education teacher »

Auteur : Grafiati
Publié le 19 avril 2023

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Articles de revues sur le sujet "Religious education teacher"

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Fadhli, Muhammad Nur, et Sangkot Sirait. « RELIGIOUS TOLERANCE : PERSPECTIVE OF TEACHERS FROM DIFFERENT RELIGIONS IN ELEMENTARY EDUCATION (SD) REMAJA PARAKAN TEMANGGUNG ». Sunan Kalijaga International Journal on Islamic Educational Research 2, no 1 (20 février 2019) : 19–31. http://dx.doi.org/10.14421/skijier.2018.2018.21.02.

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Abstract: The article is intended to describe the religious tolerance perspective of many teachers from different religions in Primary Education (Sekolah Dasar-SD) Remaja Parakan, Temanggung; to know how the implementation of religious tolerance in the school; and to figure out how the implications of religious tolerance towards the attitude of learners religiosity in the school. By using qualitative methods, data are collected by interviews, observation, and documentation, and analyzed in according do Milles and Hubberman. The article finds that: First, the teacher of Islamic education declares the tolerance is an attitude of mutual respect for various beliefs or religions. Meanwhile, according to the teacher of Christian education, religious tolerance is one's belief in eliminating the ego by respecting other people without looking at their religions. In other words, religious tolerance is an understanding that teaches life to respect the right to freedom of religion. Furthermore, according to the teacher of Buddhist Education, religious tolerance is socializing in the community without carrying religious labels. Second, the internalization of religious tolerance at the school is already quite good, and this is evidenced by the absence of conflict in the name of religion. Third, generally, the religious attitude of students is included in the category of inclusive religious attitudes.
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Engebretson, K. « Researching Teacher Education : Religious Education ». Journal of Christian Education os-35, no 3 (décembre 1992) : 15–25. http://dx.doi.org/10.1177/002196579203500304.

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Zonne-Gätjens, Erna. « Interculturalizing Religious Education—Mission Completed ? » Religions 13, no 7 (15 juillet 2022) : 653. http://dx.doi.org/10.3390/rel13070653.

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In 1996 the German Länder started the ‘mission’ to interculturalize all subjects, including religious education (RE). Interculturalizing also applies for RE taught in conformity with the oldest model for RE. In so-called ‘confessional RE’ at state schools, it is the Catholic teacher who teaches children of several classes of the same year in one denominational RE group. The Protestant teacher teaches children whose parents ticked off “Protestant RE”. How this model came into existence is displayed in a historical introduction of this chapter. However, a newer model called ‘cooperative RE’ is gaining popularity. In various schools there is ecumenical education by both Catholic and Protestant staff or multireligious education by Jewish, Christian, or Muslim teachers. New publications on this latter model have a focus on organizational matters, but also shed a light on interreligious learning. However, in this chapter the focus is on how intercultural issues are dealt with in the classroom within the first model. After all, confessional RE is still the standard and most common model in Germany. Therefore, this article will focus on Protestant confessional RE that is not organized in cooperation with Islamic, Jewish, or Catholic colleagues.
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Evendi, Erpin. « Teacher Professional Education Program in Islamic Religious Education : Bibliometric Analysis and Review ». Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no 3 (6 juillet 2022) : 591. http://dx.doi.org/10.33394/j-ps.v10i3.5322.

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The current study aims to explore studies related to teacher professional education programs in Islamic religious education. More specifically, it is conducting an analysis of study trends on the theme of teacher professional education programs in Islamic religious education, and reviewing several articles, especially those related to the competence of professional Islamic religious education teachers. The method used is bibliometric analysis. SCOPUS was used as the study database, descriptive and narrative analyzes were carried out based on data related to the theme of this study. Keyword filtering is carried out on the search document menu, this is intended to obtain adequate data and in accordance with the study theme. Each data displayed by SCOPUS is analyzed (analyze search results). This includes documents by year, documents by affiliation, documents by country, documents by type, and documents by subject area. The visualization of the result data is taken from the SCOPUS page and printed on the screen (to show the authenticity of the result data). Next, the author reviews two related articles that are most relevant to the teacher professional education program in Islamic religious education, and represents other articles within the scope of this study. The results of bibliometric analysis show that until now studies related to teacher professional education programs in Islamic religious education are still intensively carried out, this refers to the SCOPUS database related to the theme of the study. The main factor is Islamic religious education which is increasingly receiving international attention in line with the fundamental concepts that Islam teaches about lifelong learning, and is currently leading to professional teaching assignments. The results of the article review show that the importance of the sustainability of teacher professional development in Islamic religious education. If similar programs are not implemented in a sustainable manner, it is feared that the commitment of teachers in developing their professionalism will decrease. This study has important implications for the development of a number of literatures and studies, that the implementation of the program to increase the competence or professionalism of teachers in Islamic religious education needs to be explored further, especially the evaluation of its implementation or the competencies expected for the sustainability of Islamic religious education teacher professional education.
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Virdei Eresto Gaudiawan, Antonius, Tabita Kartika Christiani et Arqom Kuswanjono. « Modify Indonesian Catholic Religious Education from Mono-Religious to Interreligous Education ». Journal of Asian Orientation in Theology 5, no 1 (28 février 2023) : 73–98. http://dx.doi.org/10.24071/jaot.v5i1.5744.

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Catholic religious education is an educational process that helps Catholic students grasp the knowledge of the Christian life and identity. In Indonesia, national education law pushes students to learn their religion. Religious education then becomes a mono-religious education that does not suit the Indonesian plurality. It will elevate exclusivism. Indonesian Catholic religious education promotes respect, dialogue, and collaboration between religious adherents. The foundation for this effort is Catholic respect toward other religions, explicitly stated in the declaration of Nostra Aetate. Every grade has a topic that introduces different cultures and religions. It is the application of Indonesian Catholic religious education to educate students to respect other beliefs. It is a good start for multicultural education, and at the same time, it raises questions about the probability of modifying a mono-religious education into an interreligious one. This research was conducted in the diocese of Surabaya, while Jombang, Blitar, and Surabaya were chosen as the diocese's representatives. Interviews with Catholic religious teachers used a semi-structured mode. These are some findings from this research. Practices of Catholic religious education in Indonesia open the possibility of modifying a mono-religious education becomes interreligious education. It needs teachers' commitment and school policy that allows the teacher to modify the curriculum. The teachers' creativity to alter the curriculum needs the principal's goodwill. It also needs reformation from every aspect of school as a social system to support multicultural education. On the other side, the environment outside the school is hoped to give positive support for the reformation by giving broader experience. Through this process, Catholic religious education in Indonesia fulfill its destiny to cultivate faith and promote respect toward other religions.
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El Hiyaroh, Dahlia, Ifa Dotus Salimah et Muhammad Thohir. « Perception of Islamic Religious Education Teachers Based on TPACK ». EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no 1 (8 juin 2022) : 107–18. http://dx.doi.org/10.54956/edukasi.v10i1.308.

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This article analyzes the TPACK-based Islamic Religious Education Teacher's Perception at SMK Negeri Rengel-Tuban. This article uses descriptive qualitative research methods. Data were collected using observation, interviews, and surveys through the google form application. This study's participants comprised six people with details one female teacher and five male teachers. The results of this analysis indicate that PAI teachers at Rengel State Vocational School have a good perception of the use of the TPACK (technological pedagogical content knowledge) model and have a vital role in the field of Islamic Religious Education, namely, by mastering TPACK, PAI teachers can present innovative learning. And creative and effective in the classroom, implementing online learning through TPACK has succeeded in increasing teacher competencies such as online classroom management competencies.
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Soules, Kate E., et Sabrina Jafralie. « Religious Literacy in Teacher Education ». Religion & ; Education 48, no 1 (2 janvier 2021) : 37–56. http://dx.doi.org/10.1080/15507394.2021.1876497.

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Ziebertz, Hans Georg, et Stefan Heil. « Teacher Professionalism in Religious Education ». Journal of Empirical Theology 17, no 2 (2004) : 217–37. http://dx.doi.org/10.1163/1570925042652534.

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Adiyono, Adiyono, Awalina Fadhilatunnisa, Nofri Ahmadi Rahmat et Nurul Munawarroh. « Skills of Islamic Religious Education Teachers in Class Management ». Al-Hayat : Journal of Islamic Education 6, no 1 (16 juillet 2022) : 104. http://dx.doi.org/10.35723/ajie.v6i1.229.

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This research aims to determine how classroom management at SMK Negeri 1 Tanah Grogot uses the qualitative interview technique with PAI teacher resource persons. Research result shows that in classroom management, efforts are needed from teachers in the direction of component classes that are carried out, such as responsiveness the teacher in terms of looking at students carefully, during the teacher's learning process, always looking to the students as a whole to create a classroom atmosphere conducive. Besides that, various problems arise that can disturb the class's order. Teachers have a significant role in dealing with these problems so that the classroom atmosphere remains conducive and supports learning objectives, especially in PAI subjects.
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Amma, Tasurun, M. Saiful Bahri et Ahmad Munawir. « The Competence of Islamic Religious Education Teachers Perspective K.H. Hasyim Asy'ari ». INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 3, no 1 (20 juin 2021) : 1–18. http://dx.doi.org/10.24239/ijcied.vol3.iss1.28.

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A professional teacher is meets several classifications, including the individual is a teacher with recognized, has teacher expertise or what is often called expertise in certain scientific fields related to his profession as a teacher, fulfills the aspects of coaching and development. who go through formal education or non-formal coaching. This research focuses on the competence of Islamic Religious Education teachers in the perspective of Kiai H. Hasyim Asy'ari, especially referring to his book Adabu Al-Alimi Wal Muta'alim. This type of research uses a type of library research. The primary data is from Adabu Al-Alimi Wal Muta'alim The results of this study are three teacher positions according to KH. Hasyim Asy'ari, namely teachers as individual teachers regarding personal religious, teachers when teaching, and teachers to students. The pedagogic competence indicator according to KH. Hasyim Asy'ari includes the attitude of purifying himself from all things that are not blessed by Allah Almighty, visionary, and having knowledge. Personality competence covers a calm person, tawakal, tawadhu ', and an independent person ,. Professional competence according to KH. Hasyim Asy'ari is a teacher's ability in knowledge and good at managing class. Social competence, according to KH. Hasyim Asy'ari is good at choosing jobs, good at choosing communities where to gather, avoiding places that socially can reduce the degree of teachers, and able to interact well.
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Thèses sur le sujet "Religious education teacher"

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Whitworth, Linda. « Engaging Phronesis : religious education with primary initial teacher education students ». Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.

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This thesis considers the initial teacher education of non-specialist primary undergraduate student teachers in teaching Religious Education. The focus of the research is a short module taught in the second year of the students’ degree course, which prepares students to teach in predominantly multicultural classrooms in London. The module adopts an Interpretive Approach to Religious Education, which contributes to a realignment of the students’ conceptualisation of knowledge through examination of the concepts of episteme and phronesis. Findings show that overt acknowledgement of the student teachers’ developing professional understandings, situated in decisions which reference values as well as subject knowledge, can alter their understanding and confidence about teaching Religious Education and indicates wider benefit in their appreciation of their developing teacher personae. The Structure of the Research Chapter 1 is a contextual introduction which presents a series of lenses through which to view the Religious Education module. Chapter 2 is an exploration of three main ideas which influenced the research: the Interpretive Approach to RE, the concept of phronesis, and the benefits to understanding pedagogy through self-study in teacher education. Chapter 3 explains the methodological thinking behind the research, ethical considerations and the methods employed. These include practitioner research, use of ethnographic and reflexive lenses and analysis of data from both students and personal reflection through self-study. Chapter 4 reports the findings from the research carried out with students, exploring the ideas which emerge from their responses to the module and my observations and interviews which illuminate ideas which emerge from the analysis. Chapter 5 is a discussion of the content and development of the module itself, exploring the impact and development of activities which influence the students’ understanding of RE. Chapter 6 draws together the threads of the research to explore the vision of a transformative ITE RE module, which recognises the value of acknowledging and developing phronesis in primary non-specialist student teacher education and concludes with recommendations to improve the current situation in RE in primary ITE.
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Carlberg, Kevin. « The importance of teacher leadership in religious studies : A qualitative study with focus on teacher leadership at upper secondary school in Sweden ». Thesis, Högskolan i Gävle, Religionsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36284.

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The study has investigated teacher leadership and its importance in the subject of religious studies at upper secondary school in Sweden. The study investigates how teachers handle and counteract conflicts and prejudices within the subject of religion and what challenges exist. A qualitative method has been applied in the thesis, this to interpret and analyze the results of the survey study. A social constructivist theory has been used as a theoretical framework. The study shows that teacher leadership is of great importance for the profession as well as the subject of religious studies. Leadership is adapted in relation to, among other things, student groups and teaching subjects. The teachers involved in the study believe that they have good leadership, despite the lack of leadership training within the framework of their teacher education. The results show that unmotivated pupils, prejudices and ignorance are key challenges in the subject of religious studies at upper secondary level in Sweden. According to the teachers, the challenges are met with an open approach as well as fact-based discussions to counter prejudice and oppression.
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Abd-El-Hafez, Alaa Karem. « Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment ». Thesis, Long Island University, C. W. Post Center, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10032305.

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Teacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the resources necessary in recruiting and training new teachers. This dissertation addressed this problem in full-time Islamic schools in New York State by conducting a discrete choice experiment, which reflects an innovative, interdisciplinary, new methodological approach borrowed primarily from the fields of economics, social psychology, and decision theory. This approach re-conceptualized teacher retention as a series of decisions or discrete choices made throughout a teacher's career (as suggested by human capital theory) and has not been employed in this manner previously in educational research on teacher retention. This new approach offered additional insights in this important area of educational research, theory, and practice. This study examined the effects of six position-related characteristics in the discrete choice experiment: (a) opportunities to practice Islam, (b) work environment, (c) amount of work, (d) salary, (e) prestige, and (f) health benefits on the decisions of teachers in Islamic schools to continue teaching in those schools. The study also determined how the subjects’ characteristics (case-specific attributes) interacted with these position-related characteristics (alternative-specific attributes). All six alternative-specific attributes were found to be important to a certain extent, but their levels of influence varied across three preference profiles. Generally, the single most important factor affecting teacher retention in Islamic schools is the work environment of the school followed by the presence of opportunities to practice the Islamic faith. Contrary to the common belief, salary (and prestige) had the least impact on retaining Islamic school teachers.

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Pearson, Jason Bird. « Something Happened : Exploring Student Religious Experiences Through the Eyes of Their Teacher ». BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9223.

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Religious education involves learning about religion and the possibility of having religious experiences. Although measuring religious knowledge can be fairly straightforward, assessing whether students are having religious experiences can be more difficult. The purpose of this self-study is to develop clearer understanding of the interactions that might enable my students' religious experiences and how I might recognize when such experiences are occurring. I have written 10 narratives describing situations in which I believed students in my seminary had religious experiences. I interviewed those students to better understand their side of the narrative, and then used the Listening Guide to analyze the narratives and find whether and in what ways I was able to tell when a student was having religious experiences in my classroom. Four plotlines emerged from the data, which centered on what the student was doing to prepare for religious experiences. These ranged from simple attendance and participation to extensive outside seeking and preparation. Regarding my involvement in these experiences as a teacher, I found that common elements across the plotlines included taking time to know students and attending to intuitions about their needs. Implications of the present study are explored for both religious educators and teachers in other content areas who might be interested in helping students move beyond content knowledge toward meaningful engagement with a discipline.
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Knott, Natalie Kay. « Teacher professional stance in the Québec ethics and religious culture program ». Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96749.

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2008 saw the implementation of a new Ethics and Religious Culture program in Québec classrooms. This program replaces the former religious and moral instruction courses and has the potential for being ground-breaking and transformative. In order to teach this program teachers are required to adopt a professional stance of objectivity and impartiality. Although a beginning exploration, this thesis demonstrates that cultural norms of Whiteness are impeding the successful implementation of the new ERC program. The majority of pre-service teachers are white, Christian and female who are unaware of privilege and who enter teaching with the objective to civilizing their students. Observations of and discussions with both pre-service and classroom teachers indicate a dialogue has begun and that more self-examination and critical reflection is necessary before this program can experience success.
En 2008, dans les écoles du Québec, on a mis en œuvre un nouveau programme d'éthique et de culture religieuse. Ce programme vient remplacer les anciens cours d'instruction religieuse et morale et pourrait être innovateur et transformateur. Il est requis que les enseignants qui enseigneront ce cours adoptent une attitude d'objectivité et d'impartialité.Bien que cette thèse ne soit qu'un début d'exploration, elle prouve que les normes culturelles de la blancheur nuisent au succès de la mise en œuvre du nouveau programme ÉCR. La plupart des professeurs qui ont l'intention d'enseigner le cours sont caucasiennes, chrétiennes et des femmes, qui ne sont pas conscientes des privilèges et se lancent dans l'enseignement dans le but de civiliser leurs élèves.L'observation des enseignants et enseignantes avant qu'ils ne commencent leur carrière et en cours de route, ainsi que les discussions avec eux et elles, indiquent qu'un dialogue a été amorcé et que plus de prise de conscience de soi et de réflexion critique seront nécessaires avant que ce programme ne puisse réussir.
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Lipmen, Sara-Jean. « Inadvertent Evangalisms (Or Not)| Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom ». Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287583.

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There has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices?

Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings.

The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.

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Dunn, Jeffery W. « Neoliberalism and the `Religious' Work of Schools : The Teacher as Prophet in Dewey's Democratic Society ». The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.

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Renehan, Caroline. « Gender differences and the teaching of religious education in initial teacher education in the Republic of Ireland ». Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020485/.

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Campbell, Linda M. « Exploring the Leadership Experiences of Principal-Identified Teacher Leaders in American PK-12 Christian Schools Contextualized in a Distributed Leadership Environment| Told from the Teacher Leaders' Perspectives ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687139.

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The purpose of this exploratory research study was to investigate leadership experiences of teacher leaders in American PK-12 Christian schools. An overarching research question guided the study: How do principal-identified teacher leaders in PK-12 faith-based Christian schools experience leadership in a distributed leadership environment, as told from the teacher leaders' perspectives? As researcher, I chose a distributed leadership practice conceptual framework as the lens for the research study. The literature review focused on three areas: (a) Christian school structure and culture, (b) teacher leaders, and (c) distributed leadership. The research design consisted of purposeful sampling using semistructured interviews and a constructivist epistemology (Merriam, 2009). The research study involved 24 participants from PK-12 American Christian schools; 16 were principal-identified teacher leaders and 8 were heads of school or principals. Through the data analysis, six intangible themes emerged from the teacher leaders that proved to be central tenets of the research. The emergent themes constituted (a) an unconditional love for the school community, (b) a global school perspective, (c) an influencer, (d) a leader by example, (e) a mentor to other teachers, and (f) a desire to improve their schools. Then, using a comparative analysis, four themes emerged from the heads of school and principals. The themes converged with those of the teacher leaders, with two exceptions. First, a dichotomy occurred in the definition of teacher leader among the teacher leader participants; respectively, this dichotomy occurred between the teacher leader participants and the heads of school and principal participants. Second, with regard to human capital, a talent management and leadership succession theme for identifying and developing teacher leaders emerged from the heads of school and principals. Interestingly, the data analysis revealed that the study's findings have implications for PK-12 public and private schools in theory, practice, and policy.

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Solomon, Rebecca M. « The impact of parent communications and expectations on teacher practices in private Jewish day schools ». Thesis, Florida Atlantic University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585014.

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This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifth-graders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices.

The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and expectations. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. The school leaders who participated in the study agreed that, for the most part, the day-to-day practices of teachers were not greatly impacted by parent communications.

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Livres sur le sujet "Religious education teacher"

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A syllabus of religious education. New York : Union Theological Seminary, 1986.

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Engaging religious education. Newcastle : Cambridge Scholars, 2010.

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Education and the inward teacher. Wallingford, Pa : Pendle Hill Publications, 1988.

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Parent/teacher handbook. Nashville, Tenn : Broadman & Holman, 2004.

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Wales, Religious Education Council of England and. Religious education : What conspired against RE specialist teacher supply?. [Lancaster] : [St. Martin's College], 1991.

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Richards, Clare. Who would a teacher be ? : Wrestling with religious education. London : Darton, Longman & Todd, 1994.

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S, Plum Paul, dir. I am special : Preschool 1 religious education program : teacher guide. 4e éd. Huntington, Ind : Our Sunday Visitor, Inc., 2000.

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31 days to becoming a better religious educator. Notre Dame, Indiana : Ave Maria Press, 2013.

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Schimmels, Cliff. The last-minute Sunday school teacher. Cincinnati, Ohio : Standard Pub., 1997.

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The last-minute Sunday school teacher. Cincinnati, Ohio : Standard Pub., 1997.

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Chapitres de livres sur le sujet "Religious education teacher"

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Wright, Elina, et Andrew Wright. « Teacher Education in Religious Education ». Dans The SAGE Handbook of Research on Teacher Education, 713–27. 1 Oliver's Yard, 55 City Road London EC1Y 1SP : SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n41.

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Moore, Diane L. « Teacher Education : What Teachers Need to Know ». Dans Overcoming Religious Illiteracy, 89–104. New York : Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002_4.

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Kallioniemi, Arto. « Muslim Religious Education and Muslim Teacher Education ». Dans Religious Education, 83–92. Wiesbaden : Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_6.

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O’Shea, Gerard. « Catholic Religious Education, Uniqueness of ». Dans Encyclopedia of Teacher Education, 1–5. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_139-1.

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O’Shea, Gerard. « Catholic Religious Education, Uniqueness of ». Dans Encyclopedia of Teacher Education, 143–47. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_139.

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Muynck, Bram de. « Jonah was my Religious Teacher ». Dans On the Edge : (Auto)biography and Pedagogical Theories on Religious Education, 127–36. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-175-7_12.

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Lacey, Adrian. « Teacher as Expert : Using Teacher Knowledge to Engage Students ». Dans Global Perspectives on Catholic Religious Education in Schools, 217–29. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_18.

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Cullen, Sandra. « The Religious Education of the Religion Teacher in Catholic Schools ». Dans Global Perspectives on Catholic Religious Education in Schools, 75–86. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_7.

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Go, Johnny C. « An empirical investigation of teacher epistemologies ». Dans Religious Education from a Critical Realist Perspective, 58–68. New York : Routledge, 2019. | Series : Routledge studies in critical realism : Routledge, 2018. http://dx.doi.org/10.4324/9781351016636-4.

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Corkery, Diane. « Lessons for religious educators from the ‘Good teacher’ (Luke 18:18) of the Synoptic Gospels ». Dans Does Religious Education Matter ?, 247–58. 1 [edition]. | New York : Routledge, 2016. : Routledge, 2016. http://dx.doi.org/10.4324/9781315577883-21.

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Actes de conférences sur le sujet "Religious education teacher"

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Syahrizal, Syahrizal, Riska Putri et Liza Sari. « Practicality of Islamic Religious Education Module Anti-Radicalism and Terrorism Nuance on Islamic Religious Educational Subject ». Dans International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.27.

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Yermoshin, Anton V., et Nataliya G. Nikolaeva. « The Secular in the Religious and the Religious in the Secular : Humanities School Education in Pre-Revolutionary Russia and Nowadays ». Dans 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.32.

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Михайлова, Л. Б. « Religious Studies as an Attribute of Professional Competence of a Modern Teacher ». Dans Современное образование : векторы развития. Роль социально-гуманитарного знания в подготовке педагога : материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.25.38.061.

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статья посвящена проблеме формирования религиоведческой компетентности в системе государственного высшего педагогического образования. Автор обосновывает приоритетность религиоведческого подхода к изучению религии в светских школах и вузах в условиях современного постсекулярного общества. В качестве оптимальной дисциплины, формирующей профессиональные навыки работы в поликонфессиональной аудитории, рассматривается философское религиоведение с элементами теологического знания. the article is devoted to the problem of formation of religious competence in public higher teacher education. This paper substantiates the priority of religious studies approach in teaching religions at secular schools and in institutions of higher education in today’s postsecular world. Philosophical religious studies with the elements of theological knowledge are considered as the discipline which forms professional skills in multiconfessional society.
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Azwar, Azwar, Jarudin Jarudin et Febri Yanti. « Islamic Religious Education TextBook Based on Contextual Teaching and Learning Model which Valid for Higher Education ». Dans International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.76.

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Kaliský, Ján. « ETHICAL OUTCOMES OF ECOLOGICAL VALUES IMPLEMENTATION INTO MORAL EDUCATION ANALYZED BY ANIMAL RESPECT QUESTIONNAIRE (ANIRE-QUE) ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end047.

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"The study presents life ethics respect outcomes and egalitarian zoocentrism theory implemented into the author´s, diagnostic tool of Animal Respect Questionnaire (AniRe-Que). AniRe-Que is a valid and reliable tool for teacher´s action research to assess intervention programs effectiveness aimed at environmental intelligence support and nature protection sensitivity. Subsequently, by means of 504 university students (future teachers of various study fields) as a research sample we focused on estimation of animal respect level (R-score for animals considered as natural beings and the essence of moral reasoning). R-score was analyzed in the context of dominant study field at university, prevailing value education from primary and high school education and worldview. Significant differences were proved for worldview in favor of non-religious respondents, for prevailing value education in favor of secular ethical education and for teacher´s training study field in favor of students studying Ethical Education as their future teaching profession. The study discusses the importance of nature protection sensitivity programs implementation into the educational process. Study was financially supported by KEGA project 028UMB-4/2021."
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Murtazina, Elmira. « The Research of Self-Attitude and Coping Strategies in Adolescence in the Context of Religious Affiliation ». Dans IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1339.

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Wahidah, Nina Ikhwati, Mahmudi Mahmudi, Otto Fajarianto, Dewi Fajaryanti et Hasdar Hanafi. « Cooperation between Teacher Guidance and Counseling with Islamic Religious Education Teacher to Provide Service Guidance Counseling ». Dans Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.26.

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Rauf, Abdul. « Management Strategy Islamic Religious Education Teacher in the Development of Student Morality ». Dans International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.295.

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Jenssen, Annepetra R., et Camilla Stabel Jørgensen. « HOW DO WE ASSESS TEACHER STUDENTS IN PHYSICAL EDUCATION AND RELIGIOUS EDUCATION ? SIMILARITIES AND DIFFERENCES ». Dans 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1607.

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Mavuru, Lydia, et Oniccah Koketso Pila. « PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS : WHAT DO THEY LACK ? » Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Rapports d'organisations sur le sujet "Religious education teacher"

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Ogwuike, Clinton Obinna, et Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), novembre 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Tuko Pamoja : A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
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Senegal : Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern Senegal. Two served as intervention sites where community- and clinic-based interventions were offered (and in one a school-based intervention was included). One served as a control site. The community intervention included sensitization on adolescent RH for community and religious leaders, communication with parents, and education sessions. As part of the clinic-based intervention, providers and peer educators were trained to offer youth-friendly services. The school-based intervention trained teachers and peer educators to provide RH information to in-school and out-of-school youth. As noted in this brief, the intervention increased community awareness and improved young people’s knowledge.
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