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dc.contributor.authorKjørven, Ole Kolbjørn
dc.date.accessioned2017-01-18T11:50:18Z
dc.date.available2017-01-18T11:50:18Z
dc.date.issued2016
dc.identifier.issn0032-8847
dc.identifier.urihttp://hdl.handle.net/11250/2427645
dc.descriptionThis is an article originally published in Prismet.nb_NO
dc.description.abstractIn this article I present and discuss the findings from an empirical study on RE teachers as readers and interpreters of religious narratives, in this particular case, the biblical parable The Prodigal Son. I explore and describe the role of the RE teachers and the role of this particular text, and most importantly, the transaction between the two in the process of meaning-making (Rosenblatt, 1994). The main purpose is to expose the complexity in meaning-making processes and from that basis discuss what could be the implications for engaging in religious narratives, and also subject matters in general, in school and in teacher education.nb_NO
dc.language.isonobnb_NO
dc.publisherIKO-forlagetnb_NO
dc.rightsNavngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/no/*
dc.subjectreligious educationnb_NO
dc.subjectreligious education researchnb_NO
dc.subjectreligious literacynb_NO
dc.subjectliteracy practicesnb_NO
dc.subjectreligious education teachersnb_NO
dc.titleRLE-lærere som bibelleserenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.rights.holderDette er en vitenskapelig, fagfellevurdert artikkel som opprinnelig ble publisert i Prismet.nb_NO
dc.subject.nsiVDP::Humanities: 000::Theology and religious science: 150nb_NO
dc.source.pagenumber5-17nb_NO
dc.source.volume67nb_NO
dc.source.journalPrismetnb_NO
dc.source.issue1nb_NO


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Navngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge
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