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dc.contributor.authorDinama, Baamphatlha
dc.date.accessioned2016-06-14T09:37:31Z
dc.date.available2016-06-14T09:37:31Z
dc.date.issued2010
dc.identifier.citationDinama, B. (2010). Implementing a multi-faith Religious Education curriculum in Botswana junior secondary schools. Perspectives in Education, 28(1), 16-23.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/2873
dc.description.abstractI 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.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectAssessmenten_ZA
dc.subjectCollaborationen_ZA
dc.subjectEducational policyen_ZA
dc.subjectMentoringen_ZA
dc.subjectPedagogical and content knowledgeen_ZA
dc.subjectTeachers' professional landscapeen_ZA
dc.subjectMulti-faith religious education in Botswanaen_ZA
dc.subjectReligious education in Botswanaen_ZA
dc.titleImplementing a multi-faith Religious Education curriculum in Botswana junior secondary schoolsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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