LEADER 00814nam0-22002891--450- 001 990008236590403321 005 20051130124611.0 035 $a000823659 035 $aFED01000823659 035 $a(Aleph)000823659FED01 035 $a000823659 100 $a20051129d1898----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay---n---001yy 200 1 $a<>borgate autonome rurali$erelazione e controprogetto$fAlessandro Romanelli 210 $aRoma$cTip. della Camera dei deputati$d1898 215 $a28 p.$d22 cm 676 $a342$v12 rid.$zita 700 1$aRomanelli,$bAlessandro$0499189 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008236590403321 952 $aVI G 25$b315$fDDA 959 $aDDA 996 $aBorgate autonome rurali$9737738 997 $aUNINA LEADER 03098oam 2200553 c 450 001 9910155395603321 005 20220221094418.0 010 $a3-8309-8488-X 024 3 $a9783830984887 035 $a(CKB)3710000000974747 035 $a(Waxmann)9783830984887 035 $a(EXLCZ)993710000000974747 100 $a20220221d2016 uy 0 101 0 $aeng 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRE Teachers' Religious Literacy$eA qualitative analysis of RE teachers' interpretations of the biblical narrative The Prodigal Son$b[electronic resource]$fOle K. Kjørven 205 $a1st, New ed. 210 $aMu?nster$cWaxmann$d2016 215 $a1 online resource (202 p.) 225 0 $aReligious Diversity and Education in Europe$v31 311 $a3-8309-3488-2 330 $aThe author conducted an empirical study on RE teachers' religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers' interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers' interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education. 330 1 $aThis book is a timely reminder of the relationship between the interpretative and dialogic dimensions of RE and how these are important ingredients in religious literacy. It implicitly shows that attempts to construct knowledge as unframed givens are intellectually problematic, as the structures around data are part of what constitutes religious literacy and knowledge. It also exemplifies how teachers play a vital framing role in the mediation of learning in the RE classroom, not just in the representation of religion, but the representation of what religious knowledge is. - Robert A. Bowie, in: British Journal of Religious Education 2/2019, p. 233. 606 $aReligious Education 606 $aReligionspa?dagogik 606 $aBible 606 $aBibel 606 $aBibelarbeit 606 $aReligionslehrer 606 $areader response theory 606 $aSchulpa?dagogik 615 4$aReligious Education 615 4$aReligionspa?dagogik 615 4$aBible 615 4$aBibel 615 4$aBibelarbeit 615 4$aReligionslehrer 615 4$areader response theory 615 4$aSchulpa?dagogik 700 $aKjørven$b Ole K$4aut$01206841 801 0$bWaxmann 801 1$bWaxmann 906 $aBOOK 912 $a9910155395603321 996 $aRE Teachers' Religious Literacy$92783984 997 $aUNINA