The T.I.T.U.S. Project: Implications of a Catholic Spiritual and Faith Formation Programme on the Teaching of Classroom Religious Education in Australia

Autor/inn/en	Robinson, Christine; Fic, Jessica
Titel	The T.I.T.U.S. Project: Implications of a Catholic Spiritual and Faith Formation Programme on the Teaching of Classroom Religious Education in Australia
Quelle	In: Journal of Beliefs & Values, 44 (2023) 1, S.47-62 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Christine) ORCID (Fic, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2021.2012345
Schlagwörter	Early Childhood Education; Preschool Teachers; Teacher Attitudes; Religious Education; Catholics; Spiritual Development; Program Descriptions; Teaching Methods; Biblical Literature; Self Efficacy; Pedagogical Content Knowledge; Faculty Development; Diaries; Foreign Countries; Catholic Schools; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholik; Teaching method; Lehrmethode; Unterrichtsmethode; Bibel; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Diary; Tagebuch; Ausland; Katholische Schule; Australien
Abstract	This paper presents findings emanating from a larger investigation. In essence, this qualitative project sought to uncover the ways in which early childhood Religious Education (RE) teachers' experience of a formation-based program, known as The T.I.T.U.S Project (Testament In Teachers Using Scripture), transformed their own religious literacy and subsequently, their teaching of RE; it is these findings that form the focus of this paper. Religious literacy is explained as consisting of more than content, to include the complex relationship of content with both context and learner. It is in this nexus between content, context and learner that The T.I.T.U.S Project resided. With existing literature clearly identifying teachers' lack of confidence in teaching scripture within RE, that is, in engaging with context and context as Cullen explains it, this research is significant. The findings from the qualitative survey, interview data and reflective journals suggest that teachers' own personal formational experiences and growth in religious literacy transformed their teaching of classroom Religious Education, including their confidence in teaching scripture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01