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

Shira Iluz; Yisrael Rich

doi:10.1016/j.tate.2008.06.004

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

Shira Iluz, Yisrael Rich

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

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 language	English
Pages (from-to)	42-51
Number of pages	10
Journal	Teaching and Teacher Education
Volume	25
Issue number	1
DOIs	https://doi.org/10.1016/j.tate.2008.06.004
State	Published - 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.

Funding

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.

Funders	Funder number
Bar-Ilan University

Keywords

Teachers beliefs

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10.1016/j.tate.2008.06.004

Cite this

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

Abstract

Bibliographical note

Funding

Keywords

Access to Document

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