Formation Fit for Purpose
Empowering Religious Educators Working in Catholic Schools
Bibliographic Data
| ID | 3135704 |
|---|---|
| Authors | Antonella Poncini (0000-0002-6373-7726, The University of Notre Dame Australia, corresponding author) |
| Year | 2024 |
| Volume | 15 |
| Issue | 6 |
| Pages | 665 |
| Publication date | 2024-05-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Religions (JOURNAL) |
| Journal identifiers | ISSN: 2077-1444 • E-ISSN: 2077-1444 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/rel15060665 |
| OpenAlex | W4399073456 |
| Language | EN |
| Citations received | 3 |
| References cited | 16 |
The purpose of this paper is to provide curriculum support to religious educators working in Catholic schools. The paper provides a practical response to research advocating serious attention be given to religious educators because they are at the "coalface" of Catholic education, increasingly confronted by content and policy decisions, the diverse values and needs of their students, and other competing cultural and social challenges. Religious educators play a significant role in the evangelising mission of the Catholic Church as interpreters of Scripture and Tradition and can positively or negatively influence the quality of their students' learning and its application. Entitled RECALL, the support offered to religious educators in this paper is research-led and utilises educational, standards-based principles. It is a community-minded approach that aims to build religious literacy and deepen the religious educators' awareness and connections to the legacy of the Catholic Faith Tradition. The desired outcome is to inspire evidence-based conversations encompassing faith and reason, the perceived value and reality of the identity and mission of the Catholic Church, and its impact on Catholic culture and education. Intended to enhance rather than replace existing professional formation, the approach has structures, pedagogical processes, and practices that draw from a set of overarching theoretical considerations. Furthermore, the approach employs three guiding questions for categorising and analysing Catholic content. The questions are: (i) "Who are we as Catholics and what is our mission?" (ii) "What do we believe?" and (iii) "How do we practice?" The proposed curriculum support to religious educators may foster a culture of learning in Religious Education that is focused on improving and progressing the quality of educational outcomes for students. The premise is that if religious educators are supported to engage with the great Gospel narrative, their students may do the same
Mathematics education · Pedagogy · Sociology · Diverse Education Studies and Reforms · Pasture and Agricultural Systems · Psychology · Religious Education and Schools
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |