Implementing a multi-faith Religious Education curriculum in Botswana junior secondary schools
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Date
2010
Authors
Dinama, Baamphatlha
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
I explore the ways in which RE teachers understand and implement a multi faith Religious Educa
tion curriculum in Botswana junior secondary schools. The multi faith RE curriculum came about
as a result of an educational policy change in 1994. The study is based on case studies and draws
its data from classroom observations, interviews and documents such as the RE teaching syllabus,
and the schemes of work. In highlighting the teachers’ understanding and classroom practices, I
adopted the concept of the teachers’ professional knowledge landscape. When the multi faith RE
curriculum was introduced in Botswana, there were two groups of teachers, those who taught the
multi faith curriculum and those who taught both the single faith and the multi faith Religious
Education. Five themes emerged from the data, namely: pedagogical and content knowledge,
assessment, mentoring, and collaboration. I conclude that there are no marked differences between
these two groups of teachers in terms of their understanding of the curriculum and their classroom
practices.
Description
Keywords
Assessment, Collaboration, Educational policy, Mentoring, Pedagogical and content knowledge, Teachers' professional landscape, Multi-faith religious education in Botswana, Religious education in Botswana
Citation
Dinama, B. (2010). Implementing a multi-faith Religious Education curriculum in Botswana junior secondary schools. Perspectives in Education, 28(1), 16-23.