Teachers’ personal worldviews and RE in England: a way forward?

Flanagan, Ruth

doi:10.1080/01416200.2020.1826404

Cited by 10 publications

(3 citation statements)

References 26 publications

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“…The teacher in school C has an educational background in biology education. Teachers' worldviews may impact their practice (Flanagan, 2020).…”

Section: Comparison Of Biology Teacher Argumentation In Three Islamic...mentioning

confidence: 99%

“…These issues pose problems for science teachers, especially in a religious culture, because of the conflict between the implications of a scientific study of some of these issues and religion (Mansour, 2008). Teachers' worldviews may impact their practice regarding pedagogy, curriculum choices, and the value they assign to or enthusiasm for a curriculum subject (Flanagan, 2020). Argumentation is essential in developing scientific explanations, models, and theories.…”

Section: Introductionmentioning

confidence: 99%

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A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

Alindra¹,

Widodo²,

Rahman³

et al. 2022

jupe

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One of the exciting topics in the socio-scientific issue is cloning. This issue is seen as a debatable issue in religion and science. In the practice of science learning in class, Biology teachers are required to be able to present this topic proportionally. This research aims to study how the arguments of Biology teachers in Islamic organization-based senior high schools in Indonesia face the cloning issue of sacrificed animals. This research was conducted in three Islamic organization-based senior high schools. This research uses the qualitative method by observation process on the learning of cloning topic in the class, questionnaire, and an in-depth interview with Biology teachers of XII grade from the three different schools in Banten Province, Indonesia. Results of the research show that related to the cloning issue of sacrifice (Qurban) animals is not only related to the religious aspect; there is the existence of specific argumentation patterns in the mind of the teachers. The designs are presented in the frameworks of economic (Organization A), social humanity (Organization B), and knowledge (Organization C). These three frameworks of organization give the primary colors for each teacher's argumentation. Thus, further studies must explore the effects of Islamic organizations on the arguments and the practice of cloning topic teaching at Islamic organization-based senior high schools.

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“…The teacher in school C has an educational background in biology education. Teachers' worldviews may impact their practice (Flanagan, 2020).…”

Section: Comparison Of Biology Teacher Argumentation In Three Islamic...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

Alindra¹,

Widodo²,

Rahman³

et al. 2022

jupe

View full text Add to dashboard Cite

show abstract

“…Overall, there are many previous studies about religious education (RE) teachers' personal worldviews and a teacher's role in teaching RE (e.g. Everington 2016Everington , 2019Flanagan 2020;Riegel and Delling 2019). Scholars also note that teachers use different discursive strategies for different purposes, for instance, using the so-called language of belonging to create inclusivity or exclude certain worldview positions in the classroom (Kimanen and Poulter 2018).…”

Section: Worldviews In Educational Context and Teachers' Rolementioning

confidence: 99%

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

Lipiäinen

Poulter

2021

British Journal of Religious Education

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This research investigates Finnish teachers' personal worldviews, by focusing on understanding what kinds of approaches teachers use concerning the visibility of their personal worldviews in an educational context. This issue is discussed in the light of teachers' professional autonomy and ethics, since these are two fundamental dimensions of teacher professionalism that are discussed a lot. The research was conducted using a qualitative attitude approach, and included interviews (N = 20) from Finnish in-service basic education class teachers. The results show that teachers use three different approaches where their personal worldview and its visibility in their work are concerned. When reflecting on worldview questions, there was uncertainty about balancing between practicing teacher autonomy and following teachers' official responsibilities. Teachers' personal worldview expressions were limited to the institutional worldview, which means in practice adopting norms and language of the worldview majority, and professional ethics was highlighted even more than autonomy when reflecting on the visibility of worldviews.

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Leadership and Community

Lundie

2022

School Leadership Between Community and the State

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Teachers’ personal worldviews and RE in England: a way forward?

Cited by 10 publications

References 26 publications

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

Leadership and Community

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