Educating teachers for Ontario&#039;s multi-religious classroom :

مرکز و کتابخانه مطالعات اسلامی به زبان های اروپایی

منو

" Educating teachers for Ontario's multi-religious classroom : "
Bursey, Wallace DeanBursey, Wallace Dean

Document Type	:	Latin Dissertation
Record Number	:	836072
Doc. No	:	TLets768679
Main Entry	:	University of Glasgow
Title & Author	:	Educating teachers for Ontario#039;s multi-religious classroom :\ Bursey, Wallace DeanBursey, Wallace Dean
College	:	University of Glasgow
Date	:	2018
Degree	:	Thesis (Ed.D.)
student score	:	2018
Abstract	:	The 2015 revisions to the Ontario teacher education program were intended to give greater attention to diversity in the Ontario classroom and provide new teachers with more knowledge of the Ontario context. Using an interpretivist methodology, a careful examination of the curriculum changes undertaken by the Ontario Ministry of Education and the Ontario College of Teachers indicates that these objectives have not been met. Despite being an integral part of the identity and experience of a large number of Ontario teachers and students, religion is not one of the diversities given attention to in the revisions. This omission has revealed a gap in the Ontario teacher education curriculum in which the religious diversity component of the Ontario context is largely ignored. The gap in teacher education has also created a misunderstanding of the nature and intent of the secular classroom where, instead of being a place where all religions are given equal attention and one that fostering healthy religious conversations, it has become an environment of fear and silence, where teacher and students are unsure of how to engage it religious conversations. My research concludes that the OCT curriculum does not provide sufficient curriculum content that addresses teacher knowledge, skills and attitudes in the area of religion, nor does it provide information about religious belief systems and world views or clarify religious language and terminology. Despite the fact that teachers and parents welcome the academic, non-confessional study of religion in the classroom, the OCT and the OME have not indicated through the revisions that this is the direction in which they intend to proceed. Enacting changes to increase the amount of time required for teacher education has not prepared teachers to address the multi-religious context of the Ontario classroom or to meet the needs of religious students.
Added Entry	:	University of Glasgow