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

dc.creatorNavarrete, Jessica
dc.creatorVasquez, Angelica
dc.creatorMontero, Efrain
dc.creatorCantero, Daniel
dc.date2020
dc.date2021-04-30T16:25:26Z
dc.date2021-04-30T16:25:26Z
dc.date.accessioned2021-06-14T22:05:41Z
dc.date.available2021-06-14T22:05:41Z
dc.identifierBRITISH JOURNAL OF RELIGIOUS EDUCATION,Vol.42,90-102,2020
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/2533
dc.identifier10.1080/01416200.2019.1628005
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3300364
dc.descriptionThe 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.languageen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceBRITISH JOURNAL OF RELIGIOUS EDUCATION
dc.subjectReligious Education (RE) in schools
dc.subjectsignificant learning
dc.subjectteaching strategies
dc.subjectinterfaith dialogue
dc.titleSignificant learning in catholic religious education: the case of Temuco (Chile)
dc.typeArticle


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