Pinpointing difficulties in school religious education to assist in teaching support ( Identificación de las dificultades en la educación religiosa escolar para un mejor apoyo a la docencia )

Bibliographic Data

ID12486011
AuthorsJéssica Lorena Navarro Navarrete (0000-0001-6982-0208, Universidad Católica de Temuco), Efraín Ignacio Sáez Montero (0000-0001-7397-1121, Universidad Católica de Temuco, corresponding author), Daniel San Martín Cantero (0000-0002-6316-4411, Universidad Católica de Temuco)
Year2022
Volume34
Issue2
Pages266-296
Publication date2022-03-24
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/11356405.2022.2031787
OpenAlexW4220955425
LanguageES
Citations received1
References cited8

This study addresses difficulties encountered when teaching school religious education in rural contexts. The objective is to reveal critical dimensions for teaching and to propose a pedagogical support programme for teachers of religion. The method used is qualitative, and the design is based on Grounded Theory. Participants are teachers of rural schools. The data collection considered semi-structured interviews. The results are divided into categories: sociocultural, curricular, ecclesiastical and formative difficulties. The conclusions reached include the need for a proposal to teach school religious education with an intercultural and interreligious approach. Teachers of religion experience a sense of abandonment, which requires designing socioculturally relevant teaching support programmes

Abandonment (legal · Formative assessment · Grounded theory · Mathematics education · Pedagogy · Political science · Qualitative research · Social science · Sociocultural evolution · Sociology · Diverse Education Studies and Reforms · Education and Character Development · Psychology · Religious Education and Schools

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