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This article addresses that gap by proposing three priorities for teacher professional learning and for teaching about religion, drawn from interviews in Alberta.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-call-for-teacher-professional-learning-and-the-study-of-religion-in-social-studies-three-priorities/595717/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-call-for-teacher-professional-learning-and-the-study-of-religion-in-social-studies-three-priorities/595717.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is studying religion important in social studies?","Question",{"text":62,"@type":63},"It matters because religious individuals and groups engage with public issues and because many countries are becoming more religiously diverse.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What gap does the article address?",{"text":67,"@type":63},"It notes that few programs about religion exist in Canadian public schools and that even less research has examined this area.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the article develop its recommendations for teacher learning?",{"text":71,"@type":63},"It proposes three priorities based on interviews with Alberta teachers, whose beliefs about religion in the classroom are grouped into nominal, attentive, and integrated categories.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595717,1792895892,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Call for Teacher Professional Learning and the Study of Religion in Social Studies  \nMargaretta L. Patrick The King’s University  \nVanessa Gulayets  \nEdmonton Catholic School Board  \nCarla L. Peck  \nUniversity of Alberta  \nAbstract  \nReligion is important to study in social studies because many religious individuals, groups, and movements engage with public issues and because countries are increasingly religiously diverse. In response, scholars are promoting education about religion in citizenship education. However, there remain few programs about religion in Canadian public schools and even less research about them. This article begins to address the gap by proposing three priorities for teacher professional learning and the study of religion for social studies teachers. The priorities are drawn from interviews with Alberta  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:4 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nteachers, whose beliefs about religion in the classroom can be divided into three categories identified by the authors as nominal, attentive, and integrated. If many teachers fall into one of these categories, then the professional learning priorities suggested here have wide-ranging application.  \nKeywords: teaching about religion, religion education, citizenship education, teachers’beliefs, teacher professional learning  \nRésumé  \nLa religion est un aspect important dans les études sociales parce que plusieurs individus, groupes et mouvements religieux s’engagent avec les problèmes sociaux et parce que les pays développent de plus en plus la diversité religieuse. Comme réponse, des intellectuels font la promotion de l’éducation sur la religion dans les programmes d’éducations publiques. Cependant, il y a peu de programmation sur la religion dans les écoles publiques canadiennes et encore moins de recherche à ce sujet. Cet article veut faire face à ce manque en proposant trois thèmes pour l’apprentissage professionnel des enseignants d’études sociales. Ces thèmes viennent des entrevues avec les enseignants albertains, avec leurs opinions à propos du traitement de la religion dans la salle de classedivisées en trois catégories choisies par les auteurs : nominal, attentif et intégrant. Si laplupart des enseignants tombent dans une de ces catégories, l’apprentissage professionnel des enseignants suggéré ici aura des applications étendues.  \nMots-clés : l’enseignement relatif aux religions, l’enseignement religieuse, l’enseignment de la citoyennetté, croyances des enseignant(e)s, perfectionnement professionelle  \nAcknowledgements  \nThis research was supported by the Social Sciences and Humanities Research Council of Canada. The authors wish to thank Harry Spaling, Joanne Moyer, and the anonymous reviewers for their helpful comments on previous drafts.  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:4 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nTeaching about religion in today’s classrooms is challenging. Media and entertainment caricatures ofthe narrow-minded and intolerant Christian, the submissive Muslim woman lacking agency, and the religious terrorist (Geddes, 2009; Media Smarts, n.d.) can interfere with serious examination. Parents representing different interpretations within a religious community may exert pressure on teachers and school boards to present their traditions in a particular manner (Kamat & Mathew, 2010) . Teachers who do take on the task must navigate many tensions, from reconciling constructivist views of knowledge with immutable religious texts to celebrating religious discourses while stimulating critical thinking (Niyozov, 2010, p. 26) .  \nAlthough the challenges are readily identifiable, there is little Canadian research outside Quebec and Ontario regarding the teaching of religion 1 in public schools, reflecting the lack of Canadian publi","cbCailZsaS59bJWH","https://ap.wps.com/l/cbCailZsaS59bJWH","pdf",382313,35,"English","# Abstract\n# Introduction\n## Challenges in teaching about religion\n## Limited Canadian research\n## Religious literacy in other jurisdictions","[{\"question\":\"Why is studying religion important in social studies?\",\"answer\":\"It matters because religious individuals and groups engage with public issues and because many countries are becoming more religiously diverse.\"},{\"question\":\"What gap does the article address?\",\"answer\":\"It notes that few programs about religion exist in Canadian public schools and that even less research has examined this area.\"},{\"question\":\"How does the article develop its recommendations for teacher learning?\",\"answer\":\"It proposes three priorities based on interviews with Alberta teachers, whose beliefs about religion in the classroom are grouped into nominal, attentive, and integrated categories.\"}]","A Call for Teacher Professional Learning and the Study of Religion in Social Studies - Three Priorities | PDF",1792081732,88]