Using Metaphors to Understand How Educators in Faith-Based Schools View Professional Learning

Autor/inn/en	Scott, John Trevitt; Armstrong, Ann Cheryl
Titel	Using Metaphors to Understand How Educators in Faith-Based Schools View Professional Learning
Quelle	In: Power and Education, 8 (2016) 2, S.140-159 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743816650222
Schlagwörter	Cultural Pluralism; Ethnic Groups; Religious Cultural Groups; Religious Education; Islam; Judaism; Christianity; Muslims; Jews; Intergroup Relations; Prosocial Behavior; Social Change; Faculty Development; Social Justice; Teacher Empowerment; Instructional Leadership; Ethics; Decision Making; Teaching Methods; Administrator Attitudes; Foreign Countries; Transformative Learning; Figurative Language; Principals; Kindergarten; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Ethnie; Kirchliche Gruppe; Religionszugehörigkeit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Judaismus; Christentum; Muslim; Muslimin; Jew; Jude; Jüdin; Juden; Intergruppenbeziehungen; Sozialer Wandel; Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Ethik; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Pädagogische Transformation; Principal; Schulleiter; Australien
Abstract	This article is set in the context of multicultural 21st-century Australia, whose diversity is marked by religious plurality as well as varied ethnic groupings. The article reports on a study of professional learning in three Australian faith-based schools (Christian, Jewish and Muslim) that investigated the role such schools might play in the creation of an Australian society characterized by mutual respect and tolerance. The authors argue that professional learning which is underpinned by the Freirean concept of conscientization could be used as a significant strategy to support the empowerment of teachers in developing critical awareness. In this way, they would be better able to address the issues related to life in the rapidly changing 21st century within an increasingly multicultural society, and in particular to assist students in developing ethical judgments and a commitment to social justice. The authors examine the metaphors for professional learning that were articulated in the study. These helped to gain insights into the way the schools' educational leaders understood professional learning, and also highlighted the nature and focus of each school's professional learning program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01