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Catholic Teacher Preparation: Historical and Contemporary Perspectives on Preparing for Mission [Hardback]

Edited by (University of Limerick, Ireland), (University of Glasgow, UK), Edited by (University of Western Australia, Australia), (BBI - The Australian Institute of Theological Education, Australia), Edited by (University College Dublin, Ireland)
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Catholic Teacher Preparation: Historical and Contemporary Perspectives on Preparing for MissionPalielināt
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Permanent link: https://www.kriso.lv/db/9781787560079.html
Keywords:
This book examines the preparation of teachers in Catholic schools. It discusses the concept of Catholic education, its principal theological themes, and the work of the Congregation for Catholic Education; teacher preparation in the context of historical themes and thinkers (St. Augustine of Hippo, St. Benedict of Nursia, St. Thomas Aquinas, and Erasmus of Rotterdam); the rise of teaching congregations; how the Catholic Church refreshed its educational mission in the years during and after the Second Vatican Council; the teacher preparation process in Australia, Scotland, Canada, and New Zealand; parental choice in education and what this means for Catholic schools; content knowledge for teachers, particularly in religious education; and vignettes of young teachers in Catholic schools, as well as research on their issues and challenges. Distributed in North America by Turpin Distribution. Annotation ©2019 Ringgold, Inc., Portland, OR (protoview.com)

The expectations of the Catholic Church and the demands of the state are a precarious balancing act that have been apparent throughout the history of Catholic education. It is a relationship that is under scrutiny, even in the contemporary context.
Drawing on the works and lives of key figures in the history of teacher preparation in Catholic education internationally, this important text illuminates the contributions they made and the challenges they faced. In providing this rich historical synthesis, the authors invite further reflection on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition.
This book addresses teacher preparation for Catholic schools at both the 'pre-service' and 'in-service' levels by looking at the Church and its relationship with the state. The former will allow opportunities for a deep study of the role of 'faith' in Teacher Preparation, while the latter focuses on how a distinctive faith-based model of education can be in dialogue with the expectations of civil society. By using this multi-layered framework, the book offers exciting and innovative opportunities to inform contemporary practice from international examples, proving an invaluable text for researchers in the fields of comparative education, theology and the sociology of religion.


This book reflects on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition. The authors offer exciting and innovative opportunities to inform contemporary practice from international examples.

Recenzijas

This book examines the preparation of teachers in Catholic schools. It discusses the concept of Catholic education, its principal theological themes, and the work of the Congregation for Catholic Education; teacher preparation in the context of historical themes and thinkers (St. Augustine of Hippo, St. Benedict of Nursia, St. Thomas Aquinas, and Erasmus of Rotterdam); the rise of teaching congregations; how the Catholic Church refreshed its educational mission in the years during and after the Second Vatican Council; the teacher preparation process in Australia, Scotland, Canada, and New Zealand; parental choice in education and what this means for Catholic schools; content knowledge for teachers, particularly in religious education; and vignettes of young teachers in Catholic schools, as well as research on their issues and challenges. -- Annotation ©2019 * (protoview.com) *

Introduction 1(10)
1.1 Rationale
1(4)
1.2 Research Approach
5(1)
1.3
Chapter Summaries
6(2)
1.4 Notes on Referencing
8(3)
PART I
Chapter 1 Exploring Catholic Education
11(10)
1.1 Catholic Teacher Preparation: Theological Themes
11(5)
1.1.1 A Catholic Understanding of the Human Person: Catechism of the Catholic Church
14(1)
1.1.2 A Catholic Understanding of the Human Person: Educational Implications
15(1)
1.1.3 The Relationship between Faith and Reason: Catechism of the Catholic Church
15(1)
1.1.4 The Relationship between Faith and Reason: Educational Implications
15(1)
1.1.5 The Importance of Ritual: Catechism of the Catholic Church
16(1)
1.1.6 The Importance of Ritual: Educational Implications
16(1)
1.2 Contemporary Church Teaching on Education
16(2)
1.3 The Work of the Congregation of Catholic Education: Summary of Themes
18(3)
Chapter 2 Teacher Preparation: Insights from History
21(14)
2.1 Four Historical Themes
21(9)
2.1.1 Theme 1: An Emerging Philosophy of Catholic Education
21(2)
2.1.2 Theme 2: Developing a Sense of Pastoral Care
23(2)
2.1.3 Theme 3: Education as an Act of Reason
25(2)
2.1.4 Theme 4: A Humanistic Education
27(3)
2.2 The Council of Trent and the Society of Jesus: Developing Teacher Preparation
30(3)
2.3 Concluding Remarks
33(2)
Chapter 3 The Rise of the Teaching Congregations
35(18)
3.1 Teacher Preparation and Religious Life
36(2)
3.2 Jean-Baptiste De La Salle: The Brothers of the Christian Schools
38(6)
3.2.1 De La Salle in the History of Education
39(2)
3.2.2 De La Salle and Teacher Preparation: Seeking Integral Formation
41(3)
3.2.3 De La Salle: Concluding Remarks
44(1)
3.3 Sr Julie Marie Billiart: The Sisters of Notre Dame de Namur
44(6)
3.3.1 Forming a Community of Educators
45(1)
3.3.2 Julie Marie Billiart ---The `Quiet Revolutionary'
46(4)
3.3.3 Sisters of Notre Dame: Concluding Remarks
50(1)
3.4 Concluding Remarks
50(3)
Chapter 4 A New World: Expansion and Growth in a Secular Society, the Decline of the Teaching Orders and the Emergence of Lay Teachers
53(20)
4.1 Catholicism and Education: From Industrialisation to the Second Vatican Council
53(3)
4.2 Catholic Education, the Second Vatican Council and the Congregation for Catholic Education
56(7)
4.2.1 The Catholic School, 1977
58(1)
4.2.2 Lay Catholics in Schools: Witnesses to Faith, 1982
58(1)
4.2.3 The Religious Dimension of Education in a Catholic School, 1988
58(1)
4.2.4 The Catholic School on the Threshold of the Third Millennium, 1977
59(1)
4.2.5 Consecrated Persons and Their Mission in Schools: Reflections and Guidelines, 2002
60(1)
4.2.6 Educating Together in Catholic Schools: A Shared Mission between Consecrated Persons and the Lay Faithful, 2007
60(2)
4.2.7 Circular Letter to Presidents of Bishops' Conferences on Religious Education in Schools, 2009
62(1)
4.2.8 Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a Civilisation of Love, 2013
62(1)
4.2.9 Educating to Fraternal Humanism: Building a `Civilization of Love' 50 Years after Popolorum Progressio, 2017
63(1)
4.3 Discussion
63(1)
4.4 Catholic Teacher Preparation: The Mind of the Congregation for Catholic Education
64(5)
4.4.1 Theme 1: Where Catholic Teacher Preparation Takes Place
67(1)
4.4.2 Theme 2: Developing Knowledge and Expertise: The Professional Identity of the Teacher
68(1)
4.5 Concluding Thoughts
69(4)
PART II
Chapter 5 Catholic Teacher Preparation around the Globe: Four International Case Studies
73(14)
5.1 New Zealand
73(3)
5.2 Canada
76(3)
5.3 Australia
79(3)
5.4 Scotland
82(2)
5.5 Discussion
84(3)
Chapter 6 The Contemporary Landscape: Parents' Expectations for Catholic Schools and Some Implications for Teacher Preparation
87(14)
6.1 Parental Choice in School Selection: An Overview
87(4)
6.2 Setting a Theoretical Context: Religious---Secular Competition
91(2)
6.3 Methodology
93(1)
6.4 Results and Discussion
94(7)
Chapter 7 Teacher Preparation: A Focus on Religious Education
101(2)
7.1 Content Knowledge and the RE Teacher in Catholic Schools: The General Case
103(4)
Chapter 8 At the Coalface: Vignettes of Young Teachers in Catholic Schools
107(1)
8.1 Introduction
107(1)
8.2 Kathy: So Happy to Be Here
107(1)
8.3 Tobias: A Reconnecting Narrative
108(1)
8.4 Amy: Home is Always Home
108(1)
8.5 Carmela: Doing My Bit
109(1)
8.6 Mathilde: Called to Teach
110(1)
8.7 Joshua: A non-Catholic Teacher
110(7)
8.8 Conclusion
111(2)
Chapter 9 Taking a Closer Look at Young Teachers in Catholic Schools: An Empirical Investigation of Some Issues and Challenges
113(1)
9.1 Introduction
113(3)
9.2 Methodology
116(1)
9.3 Results
117(8)
9.3.1 Generational Issues
117(1)
9.3.2 Experience of the School
118(1)
9.3.3 Teaching Religious Education
119(1)
9.3.4 Aspects of Worldview
119(4)
9.3.5 Networks
123(1)
9.3.6 Support
124(1)
9.4 Conclusion
125(2)
Chapter 10 The Way Forward: Reflecting on the Future of Catholic Teacher Preparation
127(10)
10.1 Formation and Teaching Religious Education
128(3)
10.1.1 Shifting the Paradigm and the Expectations
128(1)
10.1.2 Meeting the High Bar
129(2)
10.2 Teacher Preparation: Some Challenges and Metaphors
131(6)
Afterword 137(2)
Appendix 1 Catholic Teacher Preparation: Learning from the Gospels 139(4)
Appendix 2 Catholic Teacher Preparation: Magisterial Documents 143(12)
References 155(12)
Index 167
Richard Rymarz is Head of Religious Education and Director of Research at the Broken Bay Institute - The Australian Institute of Theological Education. His general area of interest is religious education as part of a wider framework on how groups pass on religious beliefs and values. Leonardo Franchi lectures in Religious Education at the School of Education at the University of Glasgow, UK. He is a member of the Executive of the Association for Catholic Colleges and Institutes of Education (ACISE), the sectorial branch of the International Federation of Catholic Universities (IFCU).