Abstract
The purpose of this study was to examine how 22 elementary pre-service teachers (PSTs) planned and taught lessons on world religions to 7 th -grade students. Pre- and post-lesson interview transcripts, lesson observations, as well as PST lesson plans and reflection journals served as data sources. Prior to teaching, the PSTs lacked adequate knowledge of world religions, were apprehensive about the task, and sought to teach without bias. Despite attempts at powerful and purposeful social studies teaching that was student-centered, the PSTs portrayed a bias toward Christianity, lacked solemnity, and were unprepared for student reactions. Because nearly each state includes world religions in its social studies standards, teachers must improve their capacity and willingness to teach world religions effectively.
Highlights
IntroductionBackground and Purpose of the StudyDespite the overwhelming consensus that social studies teachers teach about world religions, very little research exists regarding the manner and extent to which teachers teach world religions in the classroom
Background and Purpose of the StudyDespite the overwhelming consensus that social studies teachers teach about world religions, very little research exists regarding the manner and extent to which teachers teach world religions in the classroom
This section is arranged into two main subsections, which are aligned with the chronological phases of the pre-service teachers (PSTs)’ field experience on world religions – planning and teaching
Summary
Background and Purpose of the StudyDespite the overwhelming consensus that social studies teachers teach about world religions, very little research exists regarding the manner and extent to which teachers teach world religions in the classroom. What’s more, we were unable to locate any studies on pre-service teachers teaching world religions either during field experiences or student teaching. If social studies advocates seek to improve the teaching of world religions, teacher education must be the starting point. In order to improve how teacher education programs prepare future teachers to teach about world religions, it is helpful to understand how pre-service teachers (PSTs) currently approach the subject. The purpose of this study was to investigate how 22 elementary PSTs at a mid-sized public university in Michigan planned and taught lessons on world religions to 7th-grade students. The primary goal of the study was to help instructors understand more about the extent to which they need to address issues and methods related to the teaching of world religions. Understanding the religious stereotypes and biases that PSTs bring to the classroom can help instructors situate the topic of teaching world religions appropriately in the hierarchy of importance
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