Pinpointing difficulties in school religious education to assist in teaching support (Identificacion de las dificultades en la educacion religiosa escolar para un mejor apoyo a la docencia)

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dc.contributor.authorNavarro Navarrete, Jessica
dc.contributor.authorSaez Montero, Efrain
dc.contributor.authorSan Martin Cantero, Daniel
dc.date2022
dc.date.accessioned2022-04-18T17:05:50Z
dc.date.available2022-04-18T17:05:50Z
dc.description.abstractThis study addresses difficulties encountered when teaching school religious education in rural contexts. The objective is to reveal critical dimensions for teaching and to propose a pedagogical support programme for teachers of religion. The method used is qualitative, and the design is based on Grounded Theory. Participants are teachers of rural schools. The data collection considered semi-structured interviews. The results are divided into categories: sociocultural, curricular, ecclesiastical and formative difficulties. The conclusions reached include the need for a proposal to teach school religious education with an intercultural and interreligious approach. Teachers of religion experience a sense of abandonment, which requires designing socioculturally relevant teaching support programmes.
dc.identifier.citationCULTURE AND EDUCATION,Vol.,,2022
dc.identifier.doi10.1080/11356405.2022.2031787
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4547
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceCULTURE AND EDUCATION
dc.subject.englishreligious education
dc.subject.englishrural education
dc.subject.englishtutoring
dc.titlePinpointing difficulties in school religious education to assist in teaching support (Identificacion de las dificultades en la educacion religiosa escolar para un mejor apoyo a la docencia)
uct.indizacionSSCI
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