Advertisement

Teacher Readiness: A Pedagogy of Encounter

  • Linda Di SipioEmail author
Chapter

Abstract

Curriculum reform in religious education is more likely to be successfully implemented in schools when those responsible for its implementation know and understand the theory underpinning the reforms and their implications.

References

  1. Alvarez, F. D. (2015). Ignatian contemplation in the classroom: Fostering imagination in scripture study [Online PDF]. Retrieved from https://www.religiouseducation.net/papers/rea2015-alvarez.pdf.
  2. Bentley, P. S., & Buchanan, M. T. (2015). Bridging further education and higher education in the formation of spiritual directors. Journal of Further and Higher Education, 39(6), 777–792.Google Scholar
  3. Bentley, P. S., & Buchanan, M. T. (2017). The significance of formation agendas in a Christian higher education program for spiritual directors. Religious Education, 121(4), 351–364.CrossRefGoogle Scholar
  4. Buchanan, M. T. (2005). Pedagogical drift: The evolution of new approaches and paradigms in religious education. Religious Education, 100(1), 20–37.CrossRefGoogle Scholar
  5. Buchanan, M. T. (2006a). Factors that assist curriculum change. Journal of Religious Education, 54(1), 19–26.Google Scholar
  6. Buchanan, M. T. (2006b). Textbooks in religious education. In M. De Souza, G. Durka, R. Jackson, K. Engebretson, & A. McGrady (Eds.), International handbook of religious, moral and spiritual education (pp. 749–761). Netherlands: Springer.Google Scholar
  7. Buchanan, M. T. (2008). Holistic engagement in curriculum innovation: Attending to the spiritual dimension. Religious Education Journal of Australia, 24(1), 3–7.Google Scholar
  8. Buchanan, M. T. (2010). Attending to the spiritual dimension to enhance curriculum change. Journal of Beliefs and Values, 31(2), 191–201.CrossRefGoogle Scholar
  9. Buchanan, M. T., & Engebretson, K. (2009). The significance of theory in the implementation of curriculum change in religious education. British Journal of Religious Education, 31(2), 141–152.CrossRefGoogle Scholar
  10. Buchanan, M. T., & Stern, J. (2012). Pre-service teachers’ perceptions of the benefits of peer review. Journal of Education for Teaching, 38(1), 37–49.Google Scholar
  11. Castelli, M. (2012). Faith dialogue as a pedagogy for a post secular religious education. Journal of Beliefs and Values: Studies in Religion and Education, 33(2), 207–216.CrossRefGoogle Scholar
  12. Catholic Education Office. (2017). Religious education curriculum framework archdiocese of Melbourne. Melbourne: Catholic Education Office. Retrieved from: http://www.resourcemelb.catholic.edu.au/ckfinder/userfiles/files/RE%20Curr%20Framework%20-%2024%20Jan%202017.pdf. 9/12/2017.
  13. Coburn, T., Grace, F., Klein, A. C., Komjathy, L., Roth, H., & Simmer-Brown, J. (2012). Contemplative pedagogy: Frequently asked questions. Teaching Theology and Religion, 14(2), 167–174.CrossRefGoogle Scholar
  14. Coll, R. (2015). Catholic religious education in Scotland: Bridging the gap between teacher education and curriculum delivery. In M. T. Buchanan & A.-M. Gellel (Eds.), Global perspectives on Catholic religious education in Schools (pp. 179–194). Switzerland: Springer International Publishing.CrossRefGoogle Scholar
  15. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. St Leonards, NSW: Allen and Unwin.Google Scholar
  16. Dowling, E. (2012). An investment in our future: Reimaging professional learning or religious education. Religious Education Journal of Australia, 28(1), 23–29.Google Scholar
  17. Education Congregation for Catholic. (1982). Lay Catholics in schools: Witnesses to faith. Homebush, NSW: St Paul.Google Scholar
  18. Faith Formation and Religious Education Committee. (2016). National Catholic education commission. A framework for formation for mission in Catholic education. Sydney NSW: National Catholic Education Commission.Google Scholar
  19. Franchi, L., & Rymarz, R. (2017). The education and formation of teachers for Catholic schools: Responding to changed cultural contexts. International Studies in Catholic Education, 9(1), 2–16.CrossRefGoogle Scholar
  20. Gallagher, M. P. (2001). Dive deeper the human poetry of faith. London: Darton, Longman and Todd Ltd.Google Scholar
  21. Glaser, B. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.Google Scholar
  22. Glaser, B. (1992). Basics of grounded theory analysis: Experience vs forcing. Mill Valley, CA: Sociology Press.Google Scholar
  23. Glaser, B. (1998). Doing grounded theory: Issues and discussions. Mill Valley, CA: Sociology Press.Google Scholar
  24. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory; Strategies for qualitative research. New York: Adeline.Google Scholar
  25. Goulding, C. (2002). Grounded theory: A practical guide for management, business and market researchers. London: Sage.CrossRefGoogle Scholar
  26. Groome, T. (1991). Sharing faith: A comprehensive approach to religious education and pastoral ministry. San Francisco: Harper.Google Scholar
  27. Jara, R. F., & Dagach, P. I. (2015). Let’s talk about teacher professionalism: The teaching of Catholic religion in Chile. In M. T. Buchanan & A.-M. Gellel (Eds.), Global perspectives on Catholic religious education (pp. 293–303). Switzerland: Springer.CrossRefGoogle Scholar
  28. Jen der Pan, P., Deng, L. Y. F., Tsai, S. L., & Yuan, S. J. (2015). Perspectives of Taiwanese pastoral counsellors on the use of scripture and prayer in the counselling process. Psychological Reports: Mental and Physical Health, 116(2), 543–563.Google Scholar
  29. Johnson, H. (1998). The role of the religious education coordinator: Mission and ministry. Journal of Religious Education, 42(2), 44–46.Google Scholar
  30. Madden, R. (2017). Curriculum overview religious education curriculum in Melbourne. In R. Rymarz & A. Belmonte (Eds.), Religious education in Australian schools. Exploring the landscape (pp. 223–241). Mulgrave, Victoria: Vaughan Publishing.Google Scholar
  31. Miles, M. B., & Huberman, M. (1984). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
  32. Pollefeyt, D., & Bouwens, J. (2014). Identity in dialogue. Zurich: Lit Verlag.Google Scholar
  33. Ricoeur, P. (1965). Freud and philosophy: An essay on interpretation. New Haven: Yale University Press.Google Scholar
  34. Ricoeur, P. (1995). Figuring the sacred: Religion, narrative and imagination. Minneapolis: Fortress Press.Google Scholar
  35. Schihalejev, O. (2009). Dialogue in religious education lessons—Possibilities and hindrances in the Estonian context. British Journal of Religious Education, 31(3), 277–288.CrossRefGoogle Scholar
  36. Sharkey, P. (2017). Better understanding the context of religious education: The CECV Leuven research. In R. Rymarz & A. Belmonte (Eds.), Religious education in Australian Catholic schools. Exploring the landscape (pp. 53–76). Mulgrave, Victoria: Vaughan Publishing.Google Scholar
  37. Stern, J. (2013). Loneliness, solitude and inclusion for leaders. In M. T. Buchanan (Ed.), Leadership and religious schools. International perspectives and challenges (pp. 109–126). London: Bloomsbury Academic.Google Scholar
  38. Wessels, F. (2015). Getting to why? Contemplative practice as reflection on intentionality. Hervormde Teologiese Studies, 71(1), 1–7.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.St Columba’s CollegeEssendonAustralia

Personalised recommendations