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Volume 7, Issue 2

Volume 7, Issue 2

Toward an Agenda for Teacher Education in Christian Colleges and Universities
Daniel C. Elliott, Azusa Pacific University

The first (United States of America) national symposium by major teacher educator organizations took place in December 1995. The Association of Teacher Educators, the American Association of Colleges for Teacher Education, and the US Department of Education Office of Educational Research and Improvement sponsored and conducted a National Congress on Teacher Education. Leading national figures in teacher education presented their views to the almost 500 delegates. Focus groups examined the views and reported to a conference coordinator. The coordinator, in turn, synthesized the concerns, ideas and recommendations into a daily log of issues. I list some of the salient points below. They do not reflect a consensus but, rather, a starting point for forging a national consensus on key issues.

Actualizing Faith Learning Integration: Exploring the Tensions of Mindful Teaching
Susanna M. Steeg, George Fox University

This reflective paper describes the experiences of a first-year faculty member negotiating the meaning and living out of faith learning integration within her particular institution. The triple tensions of mindful teaching (ethics/power, individual/collective, and contemplation/action) are framing constructs for this discussion of faith learning integration. Autobiographical narratives of three particular experiences in the author’s first year offer opportunities for readers to reflect on the tensions inherent in mindful teaching as it pertains to faith and learning. The author invites consideration of the institutional supports and constraints within these conversations while sharing vignettes revealing the personal nature of these decisions.

How a Christian Ethic of Care Can Inform the Organization and Structure of Schools of Education
Paul Shotsberger, Southern Wesleyan University

A natural outcome of a Christian ethic of care is the adoption of structures and organizations that facilitate or enhance this kind of caring. This article investigates these kinds of structures as they relate to schools of education. Discussion and recommendations focus on moving away from a hierarchical model toward a more organic structure where authority and decision-making are more distributed, communication is emphasized, and collaboration is the norm.

Religious identity formation among adolescents: The role of religious secondary schools
Timothy J. Wang, Texas Christian University

The purpose of this article is to examine the role religious secondary schools play in the religious identity formation of adolescents. Although several research studies have found a correlation between enrollment in private religious schools and adolescents’ religious identity formation, the researchers of these studies have only speculated about which specific characteristics of religious schools are responsible for this formation in the lives of adolescents. Through a review of the literature, the present article identifies several characteristics of religious secondary schools that may contribute to the process of religious identity formation: a community of religious peers, the presence of religious adults, and an exposure to religious instruction. Implications for Christian secondary school practitioners are also discussed.

Using Storytelling to Integrate Faith and Learning: The Lived Experience of Christian ESL Teachers
Monir Nazir Atta-Alla, Eastern University

English as a second language (ESL) settings lend themselves more easily and naturally than others to storytelling-based discussions and activities that integrate faith and learning. Stories and storytelling offer students from diverse backgrounds a compelling mechanism for understanding their world and creating shalom learning community conducive to the restoration of wholeness of the learners. This qualitative study explores the perceptions and lived teaching experience of Christian teachers regarding the integration of faith and learning in ESL settings through using storytelling. Findings indicated that storytelling is an effective tool for the integration of faith and learning in ESL settings. Using storytelling in ESL settings helped the participants and their English language learners know themselves, develop Christian thinking, promote social justice, and foster mutual understanding.

Book Review: To change the world: The irony, tragedy & possibility of Christianity in the late modern world
E. Christina Belcher, Redeemer University College

Letter from the Editor
E. Christina Belcher

Spotlight on Laura Barwegen