dc.contributor.author | Baumfield, V | |
dc.date.accessioned | 2016-04-13T14:47:29Z | |
dc.date.issued | 2016-04-06 | |
dc.description.abstract | Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop ‘knowledge of practice’ by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have sufficient weight of evidence to indicate that engaging in curriculum development as a participant in a community of inquiry is the optimal context for professional learning to develop knowledge of practice. However, establishing participation in communities of inquiry as integral to teachers’ professional learning remains a challenge and we need better ways of sharing and interrogating what we (think we) know. Examples of ‘experiments in practice’ to promote professional learning and make a difference in the Religious Education classroom, are used to indicate what has worked and what has not and what we might do next. | en_GB |
dc.identifier.citation | Volume 38, Issue 2, pp. 141-151 | en_GB |
dc.identifier.doi | 10.1080/01416200.2016.1139889 | |
dc.identifier.uri | http://hdl.handle.net/10871/21091 | |
dc.language.iso | en | en_GB |
dc.publisher | Taylor & Francis (Routledge) | en_GB |
dc.rights.embargoreason | Publisher Policy | en_GB |
dc.title | Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning | en_GB |
dc.type | Article | en_GB |
dc.identifier.issn | 0141-6200 | |
dc.description | This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record. | en_GB |
dc.identifier.journal | British Journal of Religious Education | en_GB |
refterms.dateFOA | 2017-10-06T00:00:00Z | |