TY - JOUR
T1 - Stimulating Inquisitiveness: Teachers at Orthodox Protestant Schools about their Roles in Religious Socialization
AU - Markus, Johanna Janna
AU - Bertram-Troost, Gerdien D.
AU - de Kock, A. (Jos)
AU - de Muynck, A. (Bram)
AU - Barnard, Marcel
PY - 2019
Y1 - 2019
N2 - Previous research showed that strong religious communities wish for cohesion and cooperation between pedagogical environments in religious socialization. This explorative and descriptive study examines what Dutch orthodox Protestant primary school teachers perceive to be their role in comparison with others, such as parents. We extensively interviewed 16 teachers. Their professional ideals show that being an agent in religious socialization matters to them. Teachers experience cooperation with other agents with the purpose of children becoming committed Christians. However, they perceive their roles to differ in five ways. Stimulating inquisitiveness could be seen as exemplary for the teacher’s role.
AB - Previous research showed that strong religious communities wish for cohesion and cooperation between pedagogical environments in religious socialization. This explorative and descriptive study examines what Dutch orthodox Protestant primary school teachers perceive to be their role in comparison with others, such as parents. We extensively interviewed 16 teachers. Their professional ideals show that being an agent in religious socialization matters to them. Teachers experience cooperation with other agents with the purpose of children becoming committed Christians. However, they perceive their roles to differ in five ways. Stimulating inquisitiveness could be seen as exemplary for the teacher’s role.
UR - https://www.scopus.com/pages/publications/85063985995
UR - https://www.scopus.com/inward/citedby.url?scp=85063985995&partnerID=8YFLogxK
U2 - 10.1080/00344087.2019.1581874
DO - 10.1080/00344087.2019.1581874
M3 - Article
AN - SCOPUS:85063985995
SN - 0034-4087
VL - 114
SP - 513
EP - 527
JO - Religious Education
JF - Religious Education
IS - 4
ER -
