Negotiating and reshaping Christian values and professional identities through action research: experiential learning and professional development among Christian religious education teachers

Johannessen, Øystein Lund

doi:10.1080/09650792.2015.1009141

Cited by 10 publications

(10 citation statements)

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“…The focus on knowledge transfer as the hallmark of achievement in the discipline of education presents problems for Christian school employers who seek to appoint teachers who are also able to draw upon their religious beliefs and values to inform their professional work (Johannessen, 2015). For Christian school employers, higher education institutions that foster a pedagogy that primarily focuses on contemplation, reflection and thinking, and uses texts and teaching methods and content around this, would produce teachers more aligned with their vision of a Christian educator (Farley, 2005).…”

Section: Higher Education and The Formation Of Teachers For Christianmentioning

confidence: 99%

“…Approximately one-third of the student population in Australia are educated in religiously affiliated Christian schools, and in such schools the religious beliefs and values of the teacher play a significant role in their professional work (Johannessen, 2015). A distinguishing feature of Christian schools is that teachers bear witness in the classroom in a way that illustrates faith, hope and a sense of worthwhileness (Hansen, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Teacher education: What Australian Christian schools need and what higher education delivers

Buchanan

2019

International Journal of Christianity & Education

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.

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Section: Higher Education and The Formation Of Teachers For Christianmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher education: What Australian Christian schools need and what higher education delivers

Buchanan

2019

International Journal of Christianity & Education

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“…Dette arbeidet er dokumentert både i form av to avhandlinger og en bok i samarbeid med praktikere (Husebø, 2013a;Johannessen, 2015a;. Målet med å vende tilbake til dette er å undersøke betydningen av teori i aksjonsforskning.…”

Section: Teoribruk Og Teoriperspektiver I Tre Delprosjekterunclassified

“…Spørsmålet om hvordan sosiokulturelt mangfold virker inn på laeringsprosesser i skolen og utfordrer samhandlingen mellom laerere og elever, står sentralt. Her undersøker Johannessen også hvordan slik faglig utvikling kan beskrives med hensyn til forholdet mellom personlige og profesjonelle aspekter ved deltakernes identitet og praksis (Johannessen, 2015b). Perspektiver fra living theory , teori om aksjonsforskning og aksjonslaering (Noffke, 2009;Zuber-Skerritt, 2002) og teori om erfaringslaering knyttes her sammen (Kolb, 1984).…”

Section: Delprosjekt 2 -Rle-laereres Møte Med Elevmangfoldunclassified

“…I disse felles refleksjonene ble det også satt et kritisk søkelys på etablerte teorier innenfor fagområdene religionsdidaktikk og flerkulturell pedagogikk foruten aksjonsforskningens eget teorigrunnlag. I de etterfølgende forskningspublikasjonene fra prosjektet ble disse kritiske perspektivene diskutert i forhold til ulike vitenskapstradisjoner (Husebø, 2012(Husebø, , 2013a(Husebø, , 2013bJohannessen, 2014Johannessen, , 2015aJohannessen, , 2015b.…”

Section: Delprosjekt 3 -Mangfold I Laererutdanningens Rle-fagunclassified

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Aksjonsforskning i Norge: Teoretisk og empirisk mangfold

Gjøtterud¹,

Hiim²,

Husebø³

et al. 2017

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Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

Goodnough

2016

Journal of Science Teacher Education

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Negotiating and reshaping Christian values and professional identities through action research: experiential learning and professional development among Christian religious education teachers

Cited by 10 publications

References 10 publications

Teacher education: What Australian Christian schools need and what higher education delivers

Teacher education: What Australian Christian schools need and what higher education delivers

Aksjonsforskning i Norge: Teoretisk og empirisk mangfold

Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

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