Geoff Teece
Biographic Data
| ID | 5240200 |
|---|---|
| NAME | Geoff Teece |
| GIVEN NAMES | Geoff |
| FAMILY NAME | Teece |
| SIGNATURE | TEECE G |
| AFFILIATIONS | University of Exeter |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 1 |
Pedagogical Bricoleurs and Bricolage Researchers
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, con…
Masterclass in religious education
This is an extremely wide-ranging book that draws on a plethora of academic disciplines from theology, history, through the political and social sciences. This, of course, is appropriate for a book
Too many competing imperatives? Does RE need to rediscover its identity
The intention of this paper is to make a contribution to religious education (RE)’s constant search for a rigorous curriculum identity. The Arts and Humanities Research Council (AHRC)/Economic and Social Research Council (ESRC) project ‘Does RE work?’ has recently reported its findings, in which it concludes that RE suffers from too many competing expectations. A major reason for this is that, according to the report, policymakers have ‘freighted…
Learning from what? A question of subject focus in religious education in England and Wales
The terms learning about and learning from religion have now become firmly established in the lexicon of religious education (RE). The publication of a national Non‐statutory Framework for RE in October 2004 gave them official status. But what is actually meant by these terms? Certainly teachers have been less confident when attempting to put learning from religion into practice. This article takes the view that a clear articulation of what and h…
Pedagogical Bricoleurs and Bricolage Researchers
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, con…
Learning from what? A question of subject focus in religious education in England and Wales
The terms learning about and learning from religion have now become firmly established in the lexicon of religious education (RE). The publication of a national Non‐statutory Framework for RE in October 2004 gave them official status. But what is actually meant by these terms? Certainly teachers have been less confident when attempting to put learning from religion into practice. This article takes the view that a clear articulation of what and h…
Too many competing imperatives? Does RE need to rediscover its identity
The intention of this paper is to make a contribution to religious education (RE)’s constant search for a rigorous curriculum identity. The Arts and Humanities Research Council (AHRC)/Economic and Social Research Council (ESRC) project ‘Does RE work?’ has recently reported its findings, in which it concludes that RE suffers from too many competing expectations. A major reason for this is that, according to the report, policymakers have ‘freighted…
Masterclass in religious education
This is an extremely wide-ranging book that draws on a plethora of academic disciplines from theology, history, through the political and social sciences. This, of course, is appropriate for a book
Pedagogical Bricoleurs and Bricolage Researchers
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, con…
Pedagogy (4 works) · Religion, Society, and Development (4 works) · Religious Education and Schools (4 works) · Sociology (4 works) · Epistemology (3 works) · Political science (3 works) · Religious education (3 works) · Discipline (2 works) · Faith (2 works) · Law (2 works)