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How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana
Thesis (PhD)--University of Pretoria, 2010.
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University of Pretoria
2013
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| _version_ | 1867613500843491328 |
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| access_status_str | Open Access |
| author2 | Perumal, Juliet |
| author_browse | Perumal, Juliet |
| author_facet | Perumal, Juliet |
| collection | Thesis |
| dc_rights_str_mv | © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2010. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/24122 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:08.629Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/24122 How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana Perumal, Juliet dinamab@mopipi.ub.bw Dinama, Baamphatlha Classroom practices Education policy Multi-faith religious education Re teachers Teachers’ professional landscape Phenomenological approach Tolerance in religious education Critical teacher Re students Diversity in religious education UCTD Thesis (PhD)--University of Pretoria, 2010. This study explores teachers’ understanding and implementation of the multi-faith Religious Education curriculum in Botswana junior secondary schools. The multi-faith curriculum resulted from an educational policy change in 1996 that saw a move from a Christian-based RE to a multi-faith Religious Education (RE) curriculum. This study is based on qualitative case studies and draws data from classroom observations, interviews with four RE teachers, five RE education officers, eight RE in-service teachers and three groups of RE students. The main participants are two groups of teachers, those who taught the multi-faith curriculum and those who taught both the Christian based RE and the multi-faith Religious Education. In this study, documents such as the syllabus document, end of month tests, end of term examinations and end of three year junior secondary school national examinations papers were used to further highlight the classroom practices of RE teachers. Furthermore, the study adopts the teachers’ professional knowledge landscape as the theoretical framework, a view that is espoused by Clandinin and Connelly (1995), that stresses the importance of teachers’ knowledge. The following themes emerge in the study; teachers’ understanding of the multi-faith RE, teachers’ classroom practices in terms of their content and pedagogical knowledge, their classroom management, and especially discipline. The study reveals that there are no marked differences between these two groups of teachers in terms of their understanding of the curriculum and their classroom practices. It further reveals that there are various factors that impact on the practices of teachers such as their view of the multi-faith philosophy, assessment skills, use of students’ textbooks, mentoring and tracking of RE graduates from teacher training institutions. The study suggests that teachers need to have an adequate understanding of students’ environment, in terms of their personal experiences and social background. The study recommends that teachers in general and RE teachers in particular need to be involved on an occasion of any curriculum change because they are the main implementers. In addition, teachers need extended periods of professional in-service training on occasions of curriculum reforms. Education Management and Policy Studies unrestricted 2013-09-06T16:42:52Z 2010-04-26 2013-09-06T16:42:52Z 2010-04-13 2010-04-26 2010-04-24 Thesis Dinama, B 2010, How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24122 > D10/231/ag http://hdl.handle.net/2263/24122 http://upetd.up.ac.za/thesis/available/etd-04242010-201349/ © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Classroom practices Education policy Multi-faith religious education Re teachers Teachers’ professional landscape Phenomenological approach Tolerance in religious education Critical teacher Re students Diversity in religious education UCTD How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana |
| title | How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana |
| title_full | How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana |
| title_fullStr | How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana |
| title_full_unstemmed | How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana |
| title_short | How religious education teachers understand and implement a multi-faith curriculum : case studies from Botswana |
| title_sort | how religious education teachers understand and implement a multi faith curriculum case studies from botswana |
| topic | Classroom practices Education policy Multi-faith religious education Re teachers Teachers’ professional landscape Phenomenological approach Tolerance in religious education Critical teacher Re students Diversity in religious education UCTD |
| url | http://hdl.handle.net/2263/24122 http://upetd.up.ac.za/thesis/available/etd-04242010-201349/ |