Challenges and Opportunities in Religious Education: Re-Considering Practitioners' Approaches in Scottish Secondary Schools

Autor/in	Scholes, Stephen C.
Titel	Challenges and Opportunities in Religious Education: Re-Considering Practitioners' Approaches in Scottish Secondary Schools
Quelle	In: Religious Education, 115 (2020) 2, S.184-200 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholes, Stephen C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2019.1677996
Schlagwörter	Religious Education; Teaching Methods; Moral Development; Ethical Instruction; School Districts; Comparative Education; Barriers; Educational Opportunities; Foreign Countries; Secondary School Teachers; Secondary School Students; Educational Legislation; Curriculum Development; Moral Values; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Moralische Entwicklung; Ethics instruction; Teaching of ethics; Ethikunterricht; School district; Schulbezirk; Vergleichende Erziehungswissenschaft; Bildungsangebot; Bildungschance; Ausland; Sekundarschüler; Bildungsrecht; Schulgesetz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Moral value; Ethischer Wert
Abstract	In Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practitioner enquiry centered on one local education authority in Scotland, this article advances recent discussions and engages with comparative international scholarship by identifying the challenges and opportunities in relation to the provision of RME and arguing that practitioners are motivated by the demands of learners and the priorities of school leaders, rather than official expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01