Show simple item record

dc.contributor.authorWalshe, K
dc.date.accessioned2020-01-09T11:49:54Z
dc.date.issued2020-01-07
dc.description.abstractDespite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.en_GB
dc.description.sponsorshipThe Farmington Instituteen_GB
dc.identifier.citationPublished online 7 Janurary 2020en_GB
dc.identifier.doi10.1080/01416200.2019.1708703
dc.identifier.urihttp://hdl.handle.net/10871/40319
dc.language.isoenen_GB
dc.publisherTaylor & Francis (Routledge) / Christian Educationen_GB
dc.rights.embargoreasonUnder embargo until 7 July 2021 in compliance with publisher policy.en_GB
dc.rights© 2020 Christian Educationen_GB
dc.subjectUnderstanding, metaphoren_GB
dc.subjectmetaphor analysisen_GB
dc.subjectreligious educationen_GB
dc.subjectpre-service teachersen_GB
dc.subjectinitial teacher educationen_GB
dc.titleSeeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious educationen_GB
dc.typeArticleen_GB
dc.date.available2020-01-09T11:49:54Z
dc.identifier.issn0141-6200
dc.descriptionThis is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.  en_GB
dc.identifier.journalBritish Journal of Religious Educationen_GB
dc.rights.urihttp://www.rioxx.net/licenses/all-rights-reserveden_GB
dcterms.dateAccepted2020-01-07
exeter.funder::The Farmington Instituteen_GB
rioxxterms.versionAMen_GB
rioxxterms.licenseref.startdate2020-01-07
rioxxterms.typeJournal Article/Reviewen_GB
refterms.dateFCD2020-01-09T11:42:32Z
refterms.versionFCDAM
refterms.panelCen_GB


Files in this item

This item appears in the following Collection(s)

Show simple item record