Professionaliteit en geloof: 'Dat kunnen wij wel'. Een onderzoek naar het leraarperspectief op godsdienstlessen in het rooms-katholieke basisonderwijs
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KUN Katholieke Universiteit Nijmegen, 04 maart 2004
Promotores : Hoogen, A.J.M. van den, Jong, A.T.M. de
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Theorie van religie, moraal en cultuur
Religie- en cultuurtheorie
This dissertations central question is: What is the teacher-perspective of teachers, in particular the tension between faith and professionalism in their religious education classes? This question has been answered by using a qualitative research strategy (grounded theory approach) by analyzing interviews with and classes in religious education from 29 teachers in the upper grades (pupils aged 9-12) of Roman Catholic primary schools. The teacher-perspective of teachers is found to consist of a content-level and an act-level. The content-level has been characterized by an overall objective, focusing on the transmission of knowledge, values and/or the creation of a pleasant atmosphere. In religious education teachers are, as a rule, mainly focused on value and atmosphere. In fact, the value-centred objective has generally been translated by the teachers into the teaching of social-emotional skills. At the act-level of the teacher-perspective teachers pursue the control of teaching process, by directing the process in the way they want and by contributing their own form and content to the classes. In religious education their own contribution consists of emphasizing the social-emotional development of the pupils. This pursuit of control creates a different approach of teaching from the professional approach in which reflection is more important. I had expected tensions between faith and professionalism. These tensions do not occur because teachers pursue neither faith (as an objective of religious education) nor professionalism (in the way the pedagogy of religion does).
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