The Roles of Teachers in Teaching Religion

Document Type : Original Article


1 PhD candidate in curriculum حlanning, University of Isfahan

2 Corresponding author: full professor at the Department of Educational Sciences, University of Isfahan

3 Full professor at the Department of Educational Sciences, University of Isfahan


The purpose of this study is to analyze the lived experiences of teachers and specialists in various religious and educational sciences regarding the role of teachers in religious education in the second phase of primary school. To achieve this goal, semi-structured interviews were conducted with the teachers and the experts, and coding and categorization techniques were used to analyze the data. After the analysis, the data obtained from the interviews on teachers' roles in religious education were divided into three categories: expert and insightful, teachers' emotional relationship (as friends and guides), and the role teachers as models. Playing each of these roles requires characteristics and practices by the teachers to be effective. As an expert and insightful person, the teacher must have the required concern and mastery of religious subjects, as well as the ability to recognize and show proper practice in educational situations. Making an emotional and intimate relationship with students is also possible by showing appropriate measures such as warm and intimate conversations with students, various techniques of encouragement, humor and cheerful mood, motivation and comfortable relations. Most importantly, in order for the teachers to be considered as models for the students, there must be an acceptable balance between their speeches and behaviors.


آل‌مراد، آسیه؛ فردانش،‌ هاشم؛ مهرمحمدی، محمود و طلایی، ابراهیم (1396)، واکاوی ماهیت راه‌یابانه تدریس: رویکرد مطلوب در تبیین کنش معلمی مبتنی‌بر موقعیت عمل، فصلنامه تدریس‌پژوهی، 5 (2)، 107 ـ 83.
استراس، آنسلم و کوربین، جولیت (1390)، اصول روش تحقیق کیفی (نظریه مبنایی رویه‌ها و روش‌ها)، ترجمه بیوک محمدی، تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
تهرانی، مجتبی (الف 1394)، ادب الهی: مبانی تربیت، چ سوم، تهران: مؤسسه فرهنگی ـ پژوهشی مصابیح‌الهدی.
تهرانی، مجتبی (ب 1394)، ادب الهی: تربیت مربی، چ سوم، تهران: مؤسسه فرهنگی ـ پژوهشی مصابیح‌الهدی.
تولستوی، لئو(1373)، نقش دینی هنر، فصلنامه هنر،(6): 36 ـ 23.
شریف‌زاده، بهمن (1386)، آموزش دین در فاصله از پرورش دینی، کتاب نقد، (42): 169 ـ 181.
صفایی حائری، علی (1388)، تربیت کودک: نقش معلم، روش تربیت کودک، عوامل تربیت کودک، قم: لیلۀ‌القدر.
گال، مردیت؛ بورگ، والتر و گال، جویس (1394)، روش‌های تحقیق کمی و کیفی در علوم تربیتی و روان‌شناسی، ترجمه احمدرضا نصر و همکاران، تهران: سمت و دانشگاه شهید بهشتی، ج دوم.
مرادی، مسعود؛ فردانش،‌ هاشم؛ مهرمحمدی، محمود و موسی‌پور، نعمت‌الله (1390)، مبانی و ویژگی‌های یک الگوی تدریس برای انواع دانش روش کاری، فصلنامه روان‌شناسی تربیتی، 7 (20): 129 ـ 95.
مرکز فرهنگ و معارف قرآن ‏(1382)، دایرة‌المعارف قرآن کریم‏، جلد: 7، قم: انتشارات دفتر تبلیغات اسلامى حوزه علمیه قم.
Dewey, J. (1938). Experience and education. New York: Collier.
Fenstermacher, G., & Richardson, V. (2001). Manner in Teaching: the study in four parts. Curriculum Studies, 33(6), 631-637.
Fenstermacher, G., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Records, 107(1), 186-213.
Fenstermacher, G. (2001). On the concept of manner and its visibility in teaching practice. Curriculum Studies, 33(6), 639-653.
Huang, Y. C., & Lin, S. H. (2014). Assessment of Charisma as a Factor in Effective Teaching. Educational Technology & Society, 17(2), 284-295.
Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36 (2), 257-271.
Wolk, S. (2008). Joy in school. The Positive Class room,66, )1(,8-15.
Volume 29, Issue 50
Spring Quarterly
June 2021
Pages 207-229
  • Receive Date: 16 July 2019
  • Revise Date: 22 December 2019
  • Accept Date: 28 December 2020
  • Publish Date: 22 May 2021