Eesti gümnaasiumiastme usundiõpetuse õpetajate professionaalsed valikud usundiõpetuse õpetamisel
Failid
Kuupäev
2021-10-26
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Riiklikes õppekavades on kirjeldatud usundiõpetus valikainena. Uurimuses analüüsitakse gümnaasiumiastme usundiõpetuse õpetajate professionaalseid valikuid usundiõpetuse õpetamise üldpõhimõtetest, õppe-eesmärkidest, -sisust, -meetoditest ja hindamisest riikliku ainekava raamistikus.
Uurimuse jaoks tehti 22 intervjuud gümnaasiumiastme usundiõpetuse õpetajatega. Neid analüüsiti induktiivse sisuanalüüsi ja diskursusanalüüsi meetodil.
Tulemused näitasid, et õpetajate arusaamad usundiõpetuse õpetamise üldpõhimõtetest on kooskõlas ainekavaga. Nii leiavad nad, et usundiõpetus peaks lähtuma usuvabaduse tunnistamise põhimõttest, arvestama religioosselt pluralistliku maailmaga ega tohiks esitada ühtegi maailmavaadet õpilasele normatiivsena.
Õpetajatega tehtud intervjuudes tuli esile kolm erinevat õppe-eesmärkide diskursust. Kuigi selgeid seoseid nende kasutamisel õpetajate eluloolise taustaga ei ilmne, on kõik õpetajad, kellel on esiplaanil religiooniteemasid õpilaste endi eluga seostav diskursus, õppinud religioonipedagoogikat või teoloogiat.
Õpetajad oskavad valida õppe-eesmärkidega sobivaid õppemeetodeid. Esiplaanil on arutlused, diskussioonid ja õppekäigud. Valikainele iseloomulikult ei saa loota õpilaste motiveerimisele hinnetega. Õppeaine populaarsus oleneb sellest, kuivõrd kaasahaaravaks suudab õpetaja aine kujundada.
Osa probleeme on õpetajatel sarnased teiste maade õpetajate probleemidega, mis on ilmnenud rahvusvahelistes empiirilistes uuringutes, näiteks erapooletu õpetamine ja sallimatuse taunimine. Kuid erinevalt teistest riikidest tulid välja probleemid, mis on seotud usundiõpetuse kui valikainega ning õpikute ja õppematerjalide vähesusega. Kuna valdavalt pole õpilased põhikoolis läbinud usundeid tutvustavat kursust, siis peavad õpetajad selle ainesisu liitma oma töökavasse.
Lõpus on esitatud kolm mudelit, kuidas on omavahel seotud usundiõpetuse laad ja õpetajalt oodatav professionaalsus.
Religious Education (RE) is described as an optional subject in the Estonian national curricula. The study analyses the upper secondary RE school teachers' perceptions of general principles, learning objectives, learning content, methods, and assessment practises of RE. For the study, 22 interviews were conducted with upper secondary school RE teachers, which were analysed by means of inductive content analysis and discourse analysis. According to the findings, the teachers' perceptions are mostly in line with the syllabus. Importantly, they believe that RE should not influence students to accept a particular worldview as a norm. All the teachers agreed that it should be based on the principle of religious freedom and take into account the religious pluralism in the world. Interviews with teachers revealed three different discourses of learning objectives. In general, there were no clear links between the biographical background of teachers and the discourses they used. However, all teachers who focused on the discourse relating religious issues to students' own lives had previously studied RE or theology. Teachers are generally able to choose teaching methods that are suitable for achieving their learning objectives. The main focus is on discussions and study visits. As in the case of all elective subjects, teachers cannot rely on grading in motivating their students. The subject's popularity among the students depends on teachers' ability to make it exciting for them. Some issues often raised by the interviewees are similar to those found in empirical studies about RE teachers in other countries, including valuing the impartiality in teaching and denouncing religious intolerance. However, severe lack of textbooks and teaching materials as well as problems related to RE as an optional subject are unique for Estonia.
Religious Education (RE) is described as an optional subject in the Estonian national curricula. The study analyses the upper secondary RE school teachers' perceptions of general principles, learning objectives, learning content, methods, and assessment practises of RE. For the study, 22 interviews were conducted with upper secondary school RE teachers, which were analysed by means of inductive content analysis and discourse analysis. According to the findings, the teachers' perceptions are mostly in line with the syllabus. Importantly, they believe that RE should not influence students to accept a particular worldview as a norm. All the teachers agreed that it should be based on the principle of religious freedom and take into account the religious pluralism in the world. Interviews with teachers revealed three different discourses of learning objectives. In general, there were no clear links between the biographical background of teachers and the discourses they used. However, all teachers who focused on the discourse relating religious issues to students' own lives had previously studied RE or theology. Teachers are generally able to choose teaching methods that are suitable for achieving their learning objectives. The main focus is on discussions and study visits. As in the case of all elective subjects, teachers cannot rely on grading in motivating their students. The subject's popularity among the students depends on teachers' ability to make it exciting for them. Some issues often raised by the interviewees are similar to those found in empirical studies about RE teachers in other countries, including valuing the impartiality in teaching and denouncing religious intolerance. However, severe lack of textbooks and teaching materials as well as problems related to RE as an optional subject are unique for Estonia.