Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness o...

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Vydané v:Curriculum journal (London, England) Ročník 35; číslo 3; s. 378 - 395
Hlavní autori: Woolley, Mary, Bowie, Robert A., Hulbert, Sabina, Thomas, Caroline, Riordan, John‐Paul, Revell, Lynn
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London John Wiley & Sons, Inc 01.09.2024
Predmet:
Barbour's typology
Boundaries
boundary crossing
Classification
College faculty
College students
Conflict
Curricula
Departments
Focus Groups
Humanities
Independence
interdisciplinary learning (IDL)
Religion
Religious education
Schools
Science
science education
Secondary education
Secondary schools
Student teacher relationship
Student teachers
Students
Teacher attitudes
Teachers
ISSN:0958-5176, 1469-3704
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Shrnutí:There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:0958-5176
1469-3704
DOI:10.1002/curj.233