Page 125 - TWO OF A KIND • Erik Renkema

6.4. Evaluation of the practice by the teachers
In our fourth session, we evaluated the celebration and asked the teachers to relate it to the school values and their design requirements. We divide our results of the analysis of the evaluation meeting into four categories.
a. The practice is valued as an expression of the teachers’ personal views
The participants evaluate the practice very positively. They appreciate this
activity as a way of expressing values that they endorse, specifically mentioning 5 dialogue and the opportunity for students to present their personal feelings and
thoughts. All participants recognize their personal perceptions of celebrating in
a cooperation school. The participants suggest one important improvement for
organizing a practice that they interpret as a celebration that is even more in line
with their values: they would consider addressing issues of faith and differences
between Christian and general religious education. According to the participants,
this will promote further intensification of dialogue.
b. The practice is valued as an expression of school values
All participants recognize a strong connection between the practice and the school values. The activity fosters dialogue, which is seen as a key characteristic that reflects a school value. It is remarkable that three of the participants do not mention which school values are reflected. One participant notes that child- centered and society-centered are values that the celebration reflects, without specifying which elements of the celebration do so.
c. The practice is valued as an activity for encounter
We see that the participants recognize a connection between the activity and the theoretical concept of learning in diversity. They interpret this practice as an expression of this view, in which students learn from each other and bridges between different perspectives are built. The participants also see a discrepancy between theory and the practice when confronted with the concept of learning in encounter. In the session, the participants indicated that possible religious content could have enhanced dialogue about differences. However, they preferred a general theme rather than a religious or Christian theme, making it more possible for all students to recognize themselves. They also mentioned that their role during the activity was to stimulate dialogue in the small student groups.
A PILOT STUDY
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