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Full-Text Articles in Religion
Toward A More Loving Assessment Practice, Ellen Ballock
Toward A More Loving Assessment Practice, Ellen Ballock
International Christian Community of Teacher Educators Journal
One distinguishing mark of the Christ-follower is meant to be love - for God and for neighbor. What does this mean in the context of our everyday work as teachers or teacher educators? This paper specifically explores the relevance of loving heart attitudes for assessing student work. This paper first provides a conceptual foundation to justify taking up a lens of love while looking at student work and then reports on findings from a self-study of my own assessment practice. This paper highlights the importance of moment by moment disciplined choice to look away from self and self-interest towards the …
Inquiry, Identity, And Integrity In A Biblical Studies Methods Course, Philip Teeuwsen, Abigail Deelstra, Jonathan Van Santen, David Grills
Inquiry, Identity, And Integrity In A Biblical Studies Methods Course, Philip Teeuwsen, Abigail Deelstra, Jonathan Van Santen, David Grills
International Christian Community of Teacher Educators Journal
In this study, a university professor, a high school teacher, and two teacher-candidates engage in an inquiry into the identity and integrity of the religious studies teacher. Using Charteris’s (2014) ‘epistemological shudders’ as a framework, the authors explore the experience of learning to teach Bible in Christian schools by paying attention to the ways in which their experience with the unfamiliar intersected with their taken-for-granted beliefs and perspectives. The authors believe such reflections on experience are essential in particular to teachers of the Bible in Christian schools, but also, more generally, for ongoing lifelong teacher growth. This paper offers insights …
Professional Preparation In A Caring Christian Institution: Experiences Of Holistic Change In The Lives Of Students Who Do Not Profess Christian Faith, Ruth Smith
International Christian Community of Teacher Educators Journal
Many Christian tertiary educators deeply long to see holistic transformation in students' lives. This qualitative study grew out of the desire to discover whether students who are not Christ-followers, but who apply to study within an overtly Christian context, experience such change. This second of two articles investigates what specific changes respondents observed in relationship to God, Christian faith, others, and self, linking to the institutional vision of being transformational and relational, as well as when in relation to their program, and through what means any changes occurred. It also discusses recommendations from the participants on how to enable non-Christ-followers …
Faith Integration: What Does It Really Look Like?, Paul Shotsberger
Faith Integration: What Does It Really Look Like?, Paul Shotsberger
International Christian Community of Teacher Educators Journal
Beginning with the excellent treatment of faith integration by Patrick Allen and Kenneth Badley (2012), based on the seminal work of Boyer (1997), this article delves into the issue of faith-learning integration on a discipline and classroom level. There are two major categories of integration that are considered: the single application, intended primarily for that day’s lesson, and focused on technical terminology or concepts; and the series that deals with larger issues beyond just those of the particular class being taught. Examples are provided for each, as well as the thought processes behind their generation. Resources are included at the …
Letter From The Editor, Scot Headley
Letter From The Editor, Scot Headley
International Christian Community of Teacher Educators Journal
I am very pleased and quite excited to introduce this issue of the ICCTE Journal to you this spring. The ICCTE-J is completing its twelfth year of publication and this issue marks the beginning of a new era for us. During the fall of 2017, the editorial team investigated the migration of our journal site from a self-managed WordPress site to a new site, hosted on the Digital Commons, powered by bepress (https://www.bepress.com/products/digital-commons/). With the endorsement of the ICCTE Board, we have migrated the journal to this new Digital Commons site. This platform offers several advantages. It brings more stability …
What Is A Christian Teacher To Do With Louise Rosenblatt’S Transactional Theory Of Reading?, Andrew P. Huddleston, Dawan Coombs, Katlin Sehres, Ashley Miller
What Is A Christian Teacher To Do With Louise Rosenblatt’S Transactional Theory Of Reading?, Andrew P. Huddleston, Dawan Coombs, Katlin Sehres, Ashley Miller
International Christian Community of Teacher Educators Journal
In this theoretical analysis, the authors explore the question, What is a Christian teacher educator to do with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances. Next, they discuss who they are as teacher educators and former students, how their faith backgrounds intersect with Rosenblatt’s work, and the approach they took to address areas of tension that they and other Christian educators have experienced with Rosenblatt’s theory. Finally, they conclude by discussing implications of Rosenblatt’s work for reading scripture, …
The Power, Structure, And Practice Of Gratitude In Education: A Demonstration Of Epistemology And Empirical Research Working Together, Jane Wilson, Rob Foster
The Power, Structure, And Practice Of Gratitude In Education: A Demonstration Of Epistemology And Empirical Research Working Together, Jane Wilson, Rob Foster
International Christian Community of Teacher Educators Journal
A growing body of philosophical, psychological, and educational research shows that gratitude has positive effects on mood, relationships, and learning. This paper explores the power of gratitude, investigates how the ontological (inward), teleological (forward), and metaphysical (upward) structure of gratitude can enhance learning, and then highlights a research study revealing teachers’ perspectives on the impact of practicing gratitude in the classroom environment. Four themes emerged from the empirical study that support the gratitude structure: two themes relate to the impact on teachers (enhanced well-being and calm amidst stress), and two themes relate to the impact on students (enhanced classroom environment …