ERIC Number: EJ1199080
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1309-9108
EISSN: N/A
Teaching about Religion within Early Childhood and Elementary Social Studies: Exploring How Preservice Teachers Perceive Their Rights and Responsibilities as Educators
Tannebaum, Rory P.
Journal of Social Studies Education Research, v9 n4 p30-38 2018
The purpose of this qualitative multi-case study is to explore the ways in which preservice teachers seeking either early-childhood or elementary licensure understand their roles and responsibilities in regards to the teaching of religion. Seven participants participated in the study and provided a range of data including -- though not limited to -- interviews, lesson plans, questionnaires, teaching philosophies, and in-class comments. Findings suggest that preservice teachers have neither the confidence to teach religion nor a strong enough foundation to understand their constitutional rights to expose students to various religions in a non-proselytizing manner. Future scholarship should present practical, meaningful programmatic suggestions for how to best help preservice teachers understand the benefits of teaching various religions and means for doing so effectively.
Descriptors: Teaching Methods, Religious Education, Preservice Teachers, Preschool Teachers, Elementary School Teachers, Lesson Plans, Educational Philosophy, Student Attitudes, Self Efficacy, Educational Benefits, Instructional Effectiveness, Case Studies, Teacher Role, Teacher Responsibility, Social Studies, Catholics, Church Related Colleges, Parent Attitudes, Civil Rights, Constitutional Law
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A