Internal and external factors shaping educational beliefs of high school teachers of "sacred" subjects to girls

Shira Iluz, Yisrael Rich

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    Abstract

    This research investigated pedagogical beliefs of teachers of "sacred" school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing on the discipline, on students and their learning and on the teacher role and 15 were interviewed. Results reflected systematic differences between teachers of sacred and secular subjects caused by multiple factors, some internal and some external to the underlying discipline. Variation among different sacred subjects was contingent mainly on external factors.

    Original languageEnglish
    Pages (from-to)42-51
    Number of pages10
    JournalTeaching and Teacher Education
    Volume25
    Issue number1
    DOIs
    StatePublished - Jan 2009

    Bibliographical note

    Funding Information:
    Our thanks to Beruria Agrest and Etti Ornan for their comments on an earlier manuscript. We thank the Stern Institute for the Study and Advancement of Religious Education at Bar Ilan University for providing financial and logistic support for this research.

    Keywords

    • Teachers beliefs

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