NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ880004
Record Type: Journal
Publication Date: 2010-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0141-6200
Research as Pedagogy: Building Learning Communities and Religious Understanding in RE
Stern, Julian
British Journal of Religious Education, v32 n2 p133-146 Mar 2010
Debates on teacher accountability are informed by research generating, for example, evidence-based policy and practice. Debates on pedagogy, too, are informed by research, albeit with only a limited amount of empirical research being currently available on religious education (RE) pedagogy. In this article, research is conceived as not simply informing such debates, but as providing a framework for both accountability (through action research) and pedagogy (through enabling creative collaborative learning in classrooms). Empirical research is reported on patterns of classification and framing expected in RE by pupils, teachers and educationalists outside schools. Evidence is provided of possibilities for the collaborative involvement of teachers and pupils within RE, and for collaboration with teaching and learning in other school subjects. Research is itself put forward tentatively as the most appropriate pedagogy in RE. This is not conceived in terms of its "effectiveness" as a pedagogy, but in terms of its ability to develop itself, critically, within the classroom and school as a learning community. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom