Significant learning in catholic religious education: the case of Temuco (Chile)

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datacite.alternateIdentifier.citationBRITISH JOURNAL OF RELIGIOUS EDUCATION,Vol.42,90-102,2020
datacite.alternateIdentifier.doi10.1080/01416200.2019.1628005
datacite.creatorNavarrete, Jessica
datacite.creatorVasquez, Angelica
datacite.creatorMontero, Efrain
datacite.creatorCantero, Daniel
datacite.date2020
datacite.subject.englishReligious Education (RE) in schools
datacite.subject.englishsignificant learning
datacite.subject.englishteaching strategies
datacite.subject.englishinterfaith dialogue
datacite.titleSignificant learning in catholic religious education: the case of Temuco (Chile)
dc.date.accessioned2021-04-30T16:25:26Z
dc.date.available2021-04-30T16:25:26Z
dc.description.abstractThe object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils' everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2533
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceBRITISH JOURNAL OF RELIGIOUS EDUCATION
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionSSCI
uct.indizacionAHCI
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