In:
Teaching Theology & Religion, Wiley, Vol. 19, No. 1 ( 2016-01), p. 78-98
Kurzfassung:
This series of short essays considers the complex choices and decision‐making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the U niversity of C hicago's “ T he C raft of T eaching in the A cademic S tudy of R eligion” series, R ussell M c C utcheon explores a “baker's dozen” of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron H ollander provides a brief introduction and four doctoral students at the U niversity of C hicago D ivinity S chool respond to M c C utcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early‐career educators in the field.
Materialart:
Online-Ressource
ISSN:
1368-4868
,
1467-9647
DOI:
10.1111/teth.2016.19.issue-1
Sprache:
Englisch
Verlag:
Wiley
Publikationsdatum:
2016
ZDB Id:
2024563-4
SSG:
0
SSG:
1