Preparing Catholic Educators to Educate and Evangelize in 21st Century Schools, Action Research of an Analysis of Educator Preparation Program Requirements Including Professional and Pedagogical, Relational, Formational and Evangelistic Education for P-16 Students (PROFEss)

Autor/inn/en	McVey, Mary K.; Poyo, Susan R.
Titel	Preparing Catholic Educators to Educate and Evangelize in 21st Century Schools, Action Research of an Analysis of Educator Preparation Program Requirements Including Professional and Pedagogical, Relational, Formational and Evangelistic Education for P-16 Students (PROFEss)
Quelle	In: Journal of Catholic Education, 22 (2019) 2, Artikel 6 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Catholic Schools; Teacher Education Programs; Elementary Secondary Education; Postsecondary Education; Higher Education; Catholics; Religious Education; Knowledge Level; Professional Development; Identification (Psychology); Religious Factors; Curriculum; Best Practices; Educational Philosophy; Values; Moral Development; Beliefs + Suchen Sie Ihr Suchwort? Katholische Schule; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Katholik; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Wissensbasis; Curricula; Lehrplan; Rahmenplan; Bildungsphilosophie; Erziehungsphilosophie; Wertbegriff; Moralische Entwicklung; Belief; Glaube
Abstract	It is critical that educators have explicit opportunities to understand and apply Catholic Social Teaching in both educating, forming, and evangelizing PK-16 students. To enhance Catholic identity in the school environment, this action research study describes a model developed to assist school leaders and educators in reflecting upon the dimensions and application of Catholic teaching on education. Specifically, the study addresses the question: what opportunities could enhance school leaders' and educators' knowledge related to the pedagogical and professional, relational, formational and evangelistic education (PROFEss) dimensions of learning. Knowledge of these (PROFEss) dimensions afford educators and school leaders the ability to articulate and implement their Catholic identity in myriads of school types, including private, public, virtual, and homeschool environments. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01