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首页> 外文期刊>British Journal of Religious Education >European religious education teachers' perceptions of and responses to classroom diversity and their relationship to personal and professional biographies
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European religious education teachers' perceptions of and responses to classroom diversity and their relationship to personal and professional biographies

机译：欧洲宗教教育老师对课堂多样性及其与个人和专业传记的关系的看法和回应

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This paper focuses on teachers of secondary level religious education in England, Estonia, France, Germany, the Netherlands and Norway. It presents a study of the teachers' perceptions of and responses to the diversity within their classes, in relation to their professional role and their personal and professional biographies. The study employed biographical research methods and 36 teachers were interviewed. Key findings were that, in every country, there was a clear relationship between individual teachers' personal biographies and how they responded to religious and/or cultural diversity and common cross‐national strategies for dealing with these aspects of diversity. However, socio‐cultural factors within each country (including dominant views of the relationship between religion and education) affected the ways in which the teachers perceived the diversity within their classes and there were national differences in how teachers prioritised aspects of diversity. The study concludes that if teachers of religion are to extend the range of their responses to classroom diversity, they would benefit from opportunities to reflect on the relationship between their perceptions of and responses to religious and cultural diversity, their personal biographies, and national requirements and expectations related to their professional role.View full textDownload full textKeywordsreligious education, RE teachers, religious diversity, cultural diversity, classroom strategies, biographical research, teacher trainingRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01416200.2011.546669
机译：本文重点研究英格兰，爱沙尼亚，法国，德国，荷兰和挪威的中等宗教教育老师。它提供了关于教师对班级多样性的看法和反应的研究，涉及他们的专业角色，个人和专业传记。该研究采用了传记研究方法，并采访了36名教师。主要发现是，在每个国家中，每个教师的个人传记与他们如何应对宗教和/或文化多样性以及应对多样性这些方面的共同跨国战略之间都存在着明确的关系。但是，每个国家/地区的社会文化因素（包括对宗教与教育之间关系的主流看法）影响了教师在课堂上感知多样性的方式，并且各国在如何优先考虑多样性方面也存在国家差异。该研究得出的结论是，如果宗教教师要扩大其对课堂多样性的反应范围，他们将从中获得机会来反思他们对宗教和文化多样性的看法和反应，他们的个人传记以及国家要求以及与他们的专业角色有关的期望。查看全文下载全文关键字宗教教育，可再生能源教师，宗教多样性，文化多样性，课堂策略，传记研究，教师培训相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“类同义词，netvibes ，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01416200.2011.546669

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