DM204 - Christian Education in Practice

  • 0 Standard Tuition Fee
  • 4
    Credit Points
  • 0.125 EFT 
  • 5
    AQF level
  • develop ministeriesUnit Discipline

Learning outcomes

On successful completion of this unit, students will

A. Know and understand

  1. The role of the teacher in Christian Education
  2. Issues in learning
  3. Issues in teaching methodology
  4. ‘Education in practice’ from a Christian perspective

B. Be able to

  1. Outline the role of the teacher in Christian education
  2. Describe a context of Christian education
  3. Identify the essential aspects of the theory and practice of teaching
  4. Engage in fieldwork in one specified area of ‘education in practice’ from a Christian perspective

C. Be in a position to

  1. Use perspectives and skills from ‘Christian Education in Practice’ for personal understanding and in teaching and ministry contexts

Content

Section A: Issues in Learning (40%)

  • The teacher as a role model/discipler; personal educational development; the identification of gifts, personality type, and relationship qualities; ongoing learning, in-service education.
  • Environmental factors and learning: the home; peer groups; the classroom; camp situations.

 

  • EITHER:

The school situation: inter-staff relationships; legal aspects of teaching Religious Education; voluntary Christian groups; relationships with non-school Christian ministers.

        OR

        The parish situation: education in relation to other church activities; the parish and local schools (government and non-government); para-church educational agencies and the local church; relations between church staff; educational ministry as a career.

 

Section B: Issues in Methodology (40%)

  • Class management: the theory and practical application in formal teaching of the following: group work; discipline and authority; variable space classrooms; motivation; the special student; competition and co-operation.
  • Lesson preparation; assessment of student learning; evaluation of educational programmes.
  • Theory and practice of teaching methods, including individual and group learning (seminars, buzz groups, discussion groups etc.); drama, music and dance; team teaching; research projects; lectures; visual aids; using educational technology (recorders, OHPs, computers, video etc.).

 

Section C: Education in Practice (20%)

  • Work in one of the following areas, including the evaluation of a particular programme of religious education from a Christian perspective.
    1. Religious Education in Infant or Primary classes in a school
    2. Religious Education or Religious Studies in a Secondary school
    3. General teaching in a Christian school
    4. Christian Education in a parish, for children or infants of primary level
    5. Christian Education provided for infants or children in a non-church setting
    6. A Christian Education programme for adolescents
    7. A programme of Christian Education for adults (Note: if preaching is included, it must be evaluated as an educational enterprise.)
    8. Theological Education at pre-tertiary or tertiary level
    9. Family and inter-generational programmes.

Workload

Education in Practice is to include a minimum of 20 hours’ work in the area(s) chosen.  Of this, at least 3 hours are to be spent in observation, at least 8 hours in direct educational work teaching by the candidate, and at least 5 hours in supervised reflection upon observation and teaching.  (These hours exclude preparation and writing up time.)

Candidates may not study a particular area for more than one unit.

Set Readings

In addition to relevant works in appropriate unit bibliographies:

Anthony, M., (ed.), Evangelical Dictionary of Christian Education (Grand Rapids: Baker, 2001).

Ashton, E., Religious Education in the Early Years (London; New York: Routledge, 2000.)

Bunge, M. J. (ed.), The Child in Christian Thought (Grand Rapids: Eerdmans, 2001).

Capeheart, J., Teaching with Heart: A Guide To Cherishing And Challenging Children In The Christian Classroom (Standard Publishing Company, 2005).

Dykstra, C., Growing in the Life of Faith: Education and Christian Practices (Louisville: Westminster John Knox, 2005).

Felderhof, M., D. Torevell and P. Thompson (eds), Inspiring Faith in Schools: Studies in Religious Education (Hampshire, UK: Ashgate, 2007).

Habenicht, D. and L. D. Burton, Teaching the Faith: An Essential Guide for Building Faith-shaped Kids (Review and Herald Pub Assoc, 2004).

Kramer, P. A., The ABC's of Classroom Management: An A-Z Sampler for Designing Your Learning Community (Kappa Delta Pi, 2005).

Lambert, D., Teaching That Makes a Difference: How to Teach for Holistic Impact (Zondervan, 2004).

Partin, R. L., The Classroom Teacher's Survival Guide: Practical Strategies, Management Techniques and Reproducibles for New and Experienced Teachers (John Wiley and Sons, 2009).

Peterson, M. L., With All Your Mind: A Christian Philosophy of Education (Notre Dame, Ind.: University of Notre Dame Press, 2001).

White, D., K. O’Brien and S. Todd, Into the Deep (Sydney: KD, 2003).