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Статті в журналах з теми "Religious education teacher"
Fadhli, Muhammad Nur, and Sangkot Sirait. "RELIGIOUS TOLERANCE: PERSPECTIVE OF TEACHERS FROM DIFFERENT RELIGIONS IN ELEMENTARY EDUCATION (SD) REMAJA PARAKAN TEMANGGUNG." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 1 (February 20, 2019): 19–31. http://dx.doi.org/10.14421/skijier.2018.2018.21.02.
Повний текст джерелаEngebretson, K. "Researching Teacher Education: Religious Education." Journal of Christian Education os-35, no. 3 (December 1992): 15–25. http://dx.doi.org/10.1177/002196579203500304.
Повний текст джерелаZonne-Gätjens, Erna. "Interculturalizing Religious Education—Mission Completed?" Religions 13, no. 7 (July 15, 2022): 653. http://dx.doi.org/10.3390/rel13070653.
Повний текст джерелаEvendi, Erpin. "Teacher Professional Education Program in Islamic Religious Education: Bibliometric Analysis and Review." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 3 (July 6, 2022): 591. http://dx.doi.org/10.33394/j-ps.v10i3.5322.
Повний текст джерелаVirdei Eresto Gaudiawan, Antonius, Tabita Kartika Christiani, and Arqom Kuswanjono. "Modify Indonesian Catholic Religious Education from Mono-Religious to Interreligous Education." Journal of Asian Orientation in Theology 5, no. 1 (February 28, 2023): 73–98. http://dx.doi.org/10.24071/jaot.v5i1.5744.
Повний текст джерелаEl Hiyaroh, Dahlia, Ifa Dotus Salimah, and Muhammad Thohir. "Perception of Islamic Religious Education Teachers Based on TPACK." EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no. 1 (June 8, 2022): 107–18. http://dx.doi.org/10.54956/edukasi.v10i1.308.
Повний текст джерелаSoules, Kate E., and Sabrina Jafralie. "Religious Literacy in Teacher Education." Religion & Education 48, no. 1 (January 2, 2021): 37–56. http://dx.doi.org/10.1080/15507394.2021.1876497.
Повний текст джерелаZiebertz, Hans Georg, and Stefan Heil. "Teacher Professionalism in Religious Education." Journal of Empirical Theology 17, no. 2 (2004): 217–37. http://dx.doi.org/10.1163/1570925042652534.
Повний текст джерелаAdiyono, Adiyono, Awalina Fadhilatunnisa, Nofri Ahmadi Rahmat, and Nurul Munawarroh. "Skills of Islamic Religious Education Teachers in Class Management." Al-Hayat: Journal of Islamic Education 6, no. 1 (July 16, 2022): 104. http://dx.doi.org/10.35723/ajie.v6i1.229.
Повний текст джерелаAmma, Tasurun, M. Saiful Bahri, and Ahmad Munawir. "The Competence of Islamic Religious Education Teachers Perspective K.H. Hasyim Asy'ari." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 3, no. 1 (June 20, 2021): 1–18. http://dx.doi.org/10.24239/ijcied.vol3.iss1.28.
Повний текст джерелаДисертації з теми "Religious education teacher"
Whitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.
Повний текст джерелаCarlberg, Kevin. "The importance of teacher leadership in religious studies : A qualitative study with focus on teacher leadership at upper secondary school in Sweden." Thesis, Högskolan i Gävle, Religionsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36284.
Повний текст джерелаAbd-El-Hafez, Alaa Karem. "Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment." Thesis, Long Island University, C. W. Post Center, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10032305.
Повний текст джерелаTeacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the resources necessary in recruiting and training new teachers. This dissertation addressed this problem in full-time Islamic schools in New York State by conducting a discrete choice experiment, which reflects an innovative, interdisciplinary, new methodological approach borrowed primarily from the fields of economics, social psychology, and decision theory. This approach re-conceptualized teacher retention as a series of decisions or discrete choices made throughout a teacher's career (as suggested by human capital theory) and has not been employed in this manner previously in educational research on teacher retention. This new approach offered additional insights in this important area of educational research, theory, and practice. This study examined the effects of six position-related characteristics in the discrete choice experiment: (a) opportunities to practice Islam, (b) work environment, (c) amount of work, (d) salary, (e) prestige, and (f) health benefits on the decisions of teachers in Islamic schools to continue teaching in those schools. The study also determined how the subjects’ characteristics (case-specific attributes) interacted with these position-related characteristics (alternative-specific attributes). All six alternative-specific attributes were found to be important to a certain extent, but their levels of influence varied across three preference profiles. Generally, the single most important factor affecting teacher retention in Islamic schools is the work environment of the school followed by the presence of opportunities to practice the Islamic faith. Contrary to the common belief, salary (and prestige) had the least impact on retaining Islamic school teachers.
Pearson, Jason Bird. "Something Happened: Exploring Student Religious Experiences Through the Eyes of Their Teacher." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9223.
Повний текст джерелаKnott, Natalie Kay. "Teacher professional stance in the Québec ethics and religious culture program." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96749.
Повний текст джерелаEn 2008, dans les écoles du Québec, on a mis en œuvre un nouveau programme d'éthique et de culture religieuse. Ce programme vient remplacer les anciens cours d'instruction religieuse et morale et pourrait être innovateur et transformateur. Il est requis que les enseignants qui enseigneront ce cours adoptent une attitude d'objectivité et d'impartialité.Bien que cette thèse ne soit qu'un début d'exploration, elle prouve que les normes culturelles de la blancheur nuisent au succès de la mise en œuvre du nouveau programme ÉCR. La plupart des professeurs qui ont l'intention d'enseigner le cours sont caucasiennes, chrétiennes et des femmes, qui ne sont pas conscientes des privilèges et se lancent dans l'enseignement dans le but de civiliser leurs élèves.L'observation des enseignants et enseignantes avant qu'ils ne commencent leur carrière et en cours de route, ainsi que les discussions avec eux et elles, indiquent qu'un dialogue a été amorcé et que plus de prise de conscience de soi et de réflexion critique seront nécessaires avant que ce programme ne puisse réussir.
Lipmen, Sara-Jean. "Inadvertent Evangalisms (Or Not)| Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287583.
Повний текст джерелаThere has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices?
Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings.
The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.
Dunn, Jeffery W. "Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.
Повний текст джерелаRenehan, Caroline. "Gender differences and the teaching of religious education in initial teacher education in the Republic of Ireland." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020485/.
Повний текст джерелаCampbell, Linda M. "Exploring the Leadership Experiences of Principal-Identified Teacher Leaders in American PK-12 Christian Schools Contextualized in a Distributed Leadership Environment| Told from the Teacher Leaders' Perspectives." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687139.
Повний текст джерелаThe purpose of this exploratory research study was to investigate leadership experiences of teacher leaders in American PK-12 Christian schools. An overarching research question guided the study: How do principal-identified teacher leaders in PK-12 faith-based Christian schools experience leadership in a distributed leadership environment, as told from the teacher leaders' perspectives? As researcher, I chose a distributed leadership practice conceptual framework as the lens for the research study. The literature review focused on three areas: (a) Christian school structure and culture, (b) teacher leaders, and (c) distributed leadership. The research design consisted of purposeful sampling using semistructured interviews and a constructivist epistemology (Merriam, 2009). The research study involved 24 participants from PK-12 American Christian schools; 16 were principal-identified teacher leaders and 8 were heads of school or principals. Through the data analysis, six intangible themes emerged from the teacher leaders that proved to be central tenets of the research. The emergent themes constituted (a) an unconditional love for the school community, (b) a global school perspective, (c) an influencer, (d) a leader by example, (e) a mentor to other teachers, and (f) a desire to improve their schools. Then, using a comparative analysis, four themes emerged from the heads of school and principals. The themes converged with those of the teacher leaders, with two exceptions. First, a dichotomy occurred in the definition of teacher leader among the teacher leader participants; respectively, this dichotomy occurred between the teacher leader participants and the heads of school and principal participants. Second, with regard to human capital, a talent management and leadership succession theme for identifying and developing teacher leaders emerged from the heads of school and principals. Interestingly, the data analysis revealed that the study's findings have implications for PK-12 public and private schools in theory, practice, and policy.
Solomon, Rebecca M. "The impact of parent communications and expectations on teacher practices in private Jewish day schools." Thesis, Florida Atlantic University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585014.
Повний текст джерелаThis mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifth-graders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices.
The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and expectations. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. The school leaders who participated in the study agreed that, for the most part, the day-to-day practices of teachers were not greatly impacted by parent communications.
Книги з теми "Religious education teacher"
A syllabus of religious education. New York: Union Theological Seminary, 1986.
Знайти повний текст джерелаEngaging religious education. Newcastle: Cambridge Scholars, 2010.
Знайти повний текст джерелаEducation and the inward teacher. Wallingford, Pa: Pendle Hill Publications, 1988.
Знайти повний текст джерелаParent/teacher handbook. Nashville, Tenn: Broadman & Holman, 2004.
Знайти повний текст джерелаWales, Religious Education Council of England and. Religious education: What conspired against RE specialist teacher supply?. [Lancaster]: [St. Martin's College], 1991.
Знайти повний текст джерелаRichards, Clare. Who would a teacher be?: Wrestling with religious education. London: Darton, Longman & Todd, 1994.
Знайти повний текст джерелаS, Plum Paul, ed. I am special: Preschool 1 religious education program : teacher guide. 4th ed. Huntington, Ind: Our Sunday Visitor, Inc., 2000.
Знайти повний текст джерела31 days to becoming a better religious educator. Notre Dame, Indiana: Ave Maria Press, 2013.
Знайти повний текст джерелаSchimmels, Cliff. The last-minute Sunday school teacher. Cincinnati, Ohio: Standard Pub., 1997.
Знайти повний текст джерелаThe last-minute Sunday school teacher. Cincinnati, Ohio: Standard Pub., 1997.
Знайти повний текст джерелаЧастини книг з теми "Religious education teacher"
Wright, Elina, and Andrew Wright. "Teacher Education in Religious Education." In The SAGE Handbook of Research on Teacher Education, 713–27. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n41.
Повний текст джерелаMoore, Diane L. "Teacher Education: What Teachers Need to Know." In Overcoming Religious Illiteracy, 89–104. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002_4.
Повний текст джерелаKallioniemi, Arto. "Muslim Religious Education and Muslim Teacher Education." In Religious Education, 83–92. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_6.
Повний текст джерелаO’Shea, Gerard. "Catholic Religious Education, Uniqueness of." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_139-1.
Повний текст джерелаO’Shea, Gerard. "Catholic Religious Education, Uniqueness of." In Encyclopedia of Teacher Education, 143–47. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_139.
Повний текст джерелаMuynck, Bram de. "Jonah was my Religious Teacher." In On the Edge: (Auto)biography and Pedagogical Theories on Religious Education, 127–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-175-7_12.
Повний текст джерелаLacey, Adrian. "Teacher as Expert: Using Teacher Knowledge to Engage Students." In Global Perspectives on Catholic Religious Education in Schools, 217–29. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_18.
Повний текст джерелаCullen, Sandra. "The Religious Education of the Religion Teacher in Catholic Schools." In Global Perspectives on Catholic Religious Education in Schools, 75–86. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_7.
Повний текст джерелаGo, Johnny C. "An empirical investigation of teacher epistemologies." In Religious Education from a Critical Realist Perspective, 58–68. New York : Routledge, 2019. | Series: Routledge studies in critical realism: Routledge, 2018. http://dx.doi.org/10.4324/9781351016636-4.
Повний текст джерелаCorkery, Diane. "Lessons for religious educators from the ‘Good teacher’ (Luke 18:18) of the Synoptic Gospels." In Does Religious Education Matter?, 247–58. 1 [edition]. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315577883-21.
Повний текст джерелаТези доповідей конференцій з теми "Religious education teacher"
Syahrizal, Syahrizal, Riska Putri, and Liza Sari. "Practicality of Islamic Religious Education Module Anti-Radicalism and Terrorism Nuance on Islamic Religious Educational Subject." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.27.
Повний текст джерелаYermoshin, Anton V., and Nataliya G. Nikolaeva. "The Secular in the Religious and the Religious in the Secular: Humanities School Education in Pre-Revolutionary Russia and Nowadays." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.32.
Повний текст джерелаМихайлова, Л. Б. "Religious Studies as an Attribute of Professional Competence of a Modern Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.25.38.061.
Повний текст джерелаAzwar, Azwar, Jarudin Jarudin, and Febri Yanti. "Islamic Religious Education TextBook Based on Contextual Teaching and Learning Model which Valid for Higher Education." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.76.
Повний текст джерелаKaliský, Ján. "ETHICAL OUTCOMES OF ECOLOGICAL VALUES IMPLEMENTATION INTO MORAL EDUCATION ANALYZED BY ANIMAL RESPECT QUESTIONNAIRE (ANIRE-QUE)." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end047.
Повний текст джерелаMurtazina, Elmira. "The Research of Self-Attitude and Coping Strategies in Adolescence in the Context of Religious Affiliation." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1339.
Повний текст джерелаWahidah, Nina Ikhwati, Mahmudi Mahmudi, Otto Fajarianto, Dewi Fajaryanti, and Hasdar Hanafi. "Cooperation between Teacher Guidance and Counseling with Islamic Religious Education Teacher to Provide Service Guidance Counseling." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.26.
Повний текст джерелаRauf, Abdul. "Management Strategy Islamic Religious Education Teacher in the Development of Student Morality." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.295.
Повний текст джерелаJenssen, Annepetra R., and Camilla Stabel Jørgensen. "HOW DO WE ASSESS TEACHER STUDENTS IN PHYSICAL EDUCATION AND RELIGIOUS EDUCATION? SIMILARITIES AND DIFFERENCES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1607.
Повний текст джерелаMavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
Повний текст джерелаЗвіти організацій з теми "Religious education teacher"
Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.
Повний текст джерелаTuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.
Повний текст джерелаSenegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.
Повний текст джерела