Hindu, Muslim and Sikh religious education teachers’ use of personal life knowledge: the relationship between biographies, professional beliefs and practice.
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| Title: | Hindu, Muslim and Sikh religious education teachers’ use of personal life knowledge: the relationship between biographies, professional beliefs and practice. |
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| Authors: | Everington, Judith1 (AUTHOR) j.everington@warwick.ac.uk |
| Source: | British Journal of Religious Education. May2014, Vol. 36 Issue 2, p155-173. 19p. |
| Subject Terms: | *Religious life of teachers, *Religious education, *Religious educators, *Muslim teachers, *Teacher education, *Secondary education |
| Geographic Terms: | United Kingdom |
| Abstract: | The article reports the findings of a qualitative study of Hindu, Muslim and Sikh teachers of religious education and the relationship between their biographies, professional beliefs and use of personal life knowledge in English, secondary school classrooms. This relationship was explored through a study of five beginning teachers and provided evidence of the role that their personal knowledge played in enabling them to support the learning of pupils in white majority and Muslim majority state schools. It also indicated the need for teacher education courses to provide opportunities for teachers to explore the relationship between their personal and professional lives and the potential dilemmas and dangers of sharing their personal knowledge and experiences with pupils. In the context of international concern to identify criteria for selecting beginning teachers, the article highlights the importance of initiatives aimed at increasing the ethnic/religious diversity of the teaching force. [ABSTRACT FROM PUBLISHER] |
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| Database: | Education Research Complete |
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| Abstract: | The article reports the findings of a qualitative study of Hindu, Muslim and Sikh teachers of religious education and the relationship between their biographies, professional beliefs and use of personal life knowledge in English, secondary school classrooms. This relationship was explored through a study of five beginning teachers and provided evidence of the role that their personal knowledge played in enabling them to support the learning of pupils in white majority and Muslim majority state schools. It also indicated the need for teacher education courses to provide opportunities for teachers to explore the relationship between their personal and professional lives and the potential dilemmas and dangers of sharing their personal knowledge and experiences with pupils. In the context of international concern to identify criteria for selecting beginning teachers, the article highlights the importance of initiatives aimed at increasing the ethnic/religious diversity of the teaching force. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 01416200 |
| DOI: | 10.1080/01416200.2013.820169 |
