dc.contributor.author | Kjørven, Ole Kolbjørn | |
dc.date.accessioned | 2017-01-18T11:50:18Z | |
dc.date.available | 2017-01-18T11:50:18Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 0032-8847 | |
dc.identifier.uri | http://hdl.handle.net/11250/2427645 | |
dc.description | This is an article originally published in Prismet. | nb_NO |
dc.description.abstract | In 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.iso | nob | nb_NO |
dc.publisher | IKO-forlaget | nb_NO |
dc.rights | Navngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/no/ | * |
dc.subject | religious education | nb_NO |
dc.subject | religious education research | nb_NO |
dc.subject | religious literacy | nb_NO |
dc.subject | literacy practices | nb_NO |
dc.subject | religious education teachers | nb_NO |
dc.title | RLE-lærere som bibellesere | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.rights.holder | Dette er en vitenskapelig, fagfellevurdert artikkel som opprinnelig ble publisert i Prismet. | nb_NO |
dc.subject.nsi | VDP::Humanities: 000::Theology and religious science: 150 | nb_NO |
dc.source.pagenumber | 5-17 | nb_NO |
dc.source.volume | 67 | nb_NO |
dc.source.journal | Prismet | nb_NO |
dc.source.issue | 1 | nb_NO |