Abstract
There is a crucial need to develop a better understanding of how the religious orientations of teachers impact their development and enactment of professional teaching identities. This article identifies 5 key questions that can help educators begin to uncover conscious and unconscious ways that their religious identifications impact why they enter the profession, how they relate to students, and the instructional decisions that they make to support learning. When articulating these questions, the author uses specific examples from a qualitative case study that explored how teachers' religious orientations influenced their classroom practice in public elementary schools. A professional development model is outlined that will assist educators in further consideration of how their religious positions may impact their professional work.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
