Έκδοση / Published: Τόμος 3ος, Τεύχος 1ο [ Οκτώβριος 2020 ] / Vol. III, Issue 1 [ October 2020 ]
Σελίδες / Pages: 45-66
Κατηγορία / Category: Άρθρο με διπλή κριτική αξιολόγηση / Peer-reviewed article
Πλήρες κείμενο / Full text: PDF [ Downloads: 67 ]
Περίληψη / Abstract
Controversial issues in education have become more and more popular in recent years. Teachers themselves play a key role in their effective teaching, as they are the ones who are called upon to put into practice what the literature suggests in theory. This article explores the attitudes and perceptions of 33 Religious Education teachers on controversial issues, their competence (theological-pedagogical) and their concerns, regarding the teaching of controversial issues. The research was conducted in the context of two training meetings in September and October 2019, through a closed-ended questionnaire, based on the Likert rating scale. Data analysis was performed using the SPSS statistical package (version 25.0). The main conclusion is that teachers, although willing to apply the teaching of controversial issues in the classroom, nevertheless seem reluctant and uncertain about their professional and personal readiness. Therefore, the need to design a training framework for teachers, based on the model proposed by the Council of Europe on the teaching of controversial issues, emerges.
Λέξεις κλειδιά / Keywords
Controversial issues, Religious Education (RE), RE teachers, attitudes, perceptions.
Βιβλιογραφική αναφορά / Reference:
Nazar, N-P. (2020). Teaching controversial issues in Religious Education: RE teachers’ attitudes and perceptions. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση /Greek Journal of Religious Education, 3(1), 45-66, http://doi.org/10.30457/031120204
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