'We're in this together, the kids and me' : beginning teachers' use of their personal life knowledge in the RE classroom
Everington, Judith. (2012) 'We're in this together, the kids and me' : beginning teachers' use of their personal life knowledge in the RE classroom. Journal of Beliefs and Values, 33 (3). pp. 343-355. ISSN 1361-7672Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/13617672.2012.732815
In the context of international debates about teachers’ knowledge, this essay reports a study of how and why a cohort of English trainee teachers of Religious Education used their personal life knowledge in their teaching. Four possible reasons for their commitment to this practice are examined. A belief in the value of openness, a desire to motivate and engage their pupils, and a need to create ‘bridges’ between the pupils’ worlds and those of religions are considered. The possibility that trainees used their life knowledge to bridge a ‘gap’ between their personal and professional lives is also discussed. The findings of Communication and Teacher Effectiveness research are used to indicate the potential benefits of the practice and the works by Aldenmyr and Furedi are drawn upon to highlight potential dangers. The author concludes that the sharing of teachers’ life knowledge can benefit pupils, but that teachers need to reflect on the dangers and further research is needed to support this.
|Item Type:||Journal Article|
|Alternative Title:||'We're in this together, the kids and me' : beginning teachers' use of their personal life knowledge in the Religious Education classroom|
|Subjects:||L Education > LC Special aspects of education|
|Divisions:||Faculty of Social Sciences > Institute of Education|
|Journal or Publication Title:||Journal of Beliefs and Values|
|Date:||13 December 2012|
|Page Range:||pp. 343-355|
|Access rights to Published version:||Restricted or Subscription Access|
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