Embodiment, Identity Formation and Missional Leadership: Roots of Theory and Practice in Theological Education

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

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Living the Task: Advanced Ministry Studies

Pacifica Australasian Theological Studies ◽

10.1177/1030570x9801100203 ◽

1998 ◽

Vol 11 (2) ◽

pp. 141-157

Author(s):

J. Dorcas Gordon

Keyword(s):

Theological Education ◽

Theory And Practice ◽

Biblical Hermeneutics ◽

The Past ◽

Community Model ◽

Methods Of Learning

This study offers an account of the origins and evolution of the D.Min. programme, with particular reference to the Toronto School of Theology and the influence of contemporary biblical hermeneutics. Inductive and deductive methods of learning are considered, leading to a discussion of a community model of learning. Theological education is also seen to require an integration of theory and practice. Attention is drawn to the nature of the student in advanced ministry studies today, and differences from the past. Finally, the requirements of teaching in such programmes are considered, with particular emphasis on the need for imagination, vulnerability and courage.

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Beyond 2000: The Global World and Theological Education

Pacifica Australasian Theological Studies ◽

10.1177/1030570x9801100202 ◽

1998 ◽

Vol 11 (2) ◽

pp. 127-140

Author(s):

Judith A. Berling

Keyword(s):

Identity Formation ◽

Theological Education ◽

Religious Pluralism ◽

Denominational Identity ◽

Local Experience ◽

Global World

This article offers an outline of the major challenges to theological education at the end of the millennium. The challenge of religious pluralism and the problem of denominational identity are given particular attention. Future theological education is anticipated also to demand greater attention to a new sense of tradition and identity formation. Finally, local experience and changes in culture and society have been too long ignored in theological education and need to be made part of the foundations of future teaching.

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Growing In Wisdom

ATLA Summary of Proceedings ◽

10.31046/proceedings.2020.1877 ◽

2020 ◽

pp. 190-195

Author(s):

Jennifer Bartholomew

Keyword(s):

Information Literacy ◽

Theological Education ◽

Theory And Practice ◽

Library Staff

Inspired by the phrase “Growing In Wisdom,” which was part of a phrase in the Atla Organizational Ends from 2016 to 2020, this Listen and Learn presentation looks at a project that was to partner library staff with faculty to promote information literacy as it related to integrating work in theological education. What role does wisdom play in denominational guidelines and accrediting standards? Integrating Work in Theological Education, edited by Kathleen A. Cahalan, Edward Foley, Gordon S. Mikoski (Eugene, OR: Pickwick Publications, 2017), describes the importance of both theory and practice in preparing students for ministry. What is the role of the library in integrating work? How can the library be a partner with faculty in theological education?

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The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature

The Journal for Transdisciplinary Research in Southern Africa ◽

10.4102/td.v17i1.962 ◽

2021 ◽

Vol 17 (1) ◽

Author(s):

Christine Winberg ◽

Simon L. Winberg

Keyword(s):

Identity Formation ◽

Systematic Reviews ◽

Critical Review ◽

Engineering Students ◽

Empirical Studies ◽

Theory And Practice ◽

Review Of The Literature ◽

Undergraduate Engineering ◽

The Impact ◽

Engineering Identity

Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature.Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields.Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework.Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies.Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.

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Talent and identity: a hermeneutic exploration of employee perspectives

10.7190/shu-thesis-00392 ◽

2021 ◽

Author(s):

◽

Judith Widauer

Keyword(s):

Identity Formation ◽

Management Practice ◽

Active Role ◽

Talent Management ◽

Psychological Contracts ◽

Theory And Practice ◽

Dark Side ◽

Individual Factors ◽

Self Identity ◽

Identity Creation

This research is a reflexive hermeneutic study of the interplay between identity and inclusive talent management in smaller organizations. The in-depth research design uses the diary interview method to enable reflection and to explore employee perspectives. The work looks at how the respondents make sense of talent management, and what this implies for Human Resource and management practice. What do talent management meanings and identity mechanisms of employees reveal if we listen and take them into account? The research contributes to literature by exploring the under-examined area of talent management and identity. The research shows that the sense-making of talent and talent management is based on individual and extra-individual factors. On the one hand, personal values and the self inspire how people assign meaning to talent and talent management. The research introduces employees as meaning creators with an active role in talent management and presents implications for theory and practice. The work illustrates that self and social-identities are indeed interwoven with talent management. It introduces the concepts of talent self-identity and talent-identity which are related to the notion of talent status. Extra-individual factors on the other hand, which are talent discourses and actions, also shape individual talent meanings and start identity creation processes. Talent management enables individual agency and regulates identity. Through pointing out positive and negative employee reactions, the research adds to theory and practice regarding the “dark side” of talent management and psychological contracts in inclusive talent management. The study further shows how power, responsibility and rewards are interrelated with talent meanings and identity formation. The work contributes to practice by suggesting agency and structure on demand for the design of talent programs

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Decolonizing Feminist Theory

Theories of the Flesh ◽

10.1093/oso/9780190062965.003.0002 ◽

2019 ◽

pp. 11-28

Author(s):

Linda Martín Alcoff

Keyword(s):

Identity Formation ◽

Feminist Theory ◽

Theory And Practice ◽

Gender Identities ◽

The Poor ◽

The Everyday ◽

Context Of Learning ◽

And Gender ◽

Decolonial Feminism

This chapter suggests an approach to decolonial feminism drawing from Latina feminist theory and practice. Rejecting an imperial feminism involves something else besides “going local”: it requires a genuine reorientation of feminist theory toward the everyday. This chapter considers how this affects the central debates about gender identities and gender liberation. How might we approach gender questions in the context of learning from, rather than teaching, lo cotidiano of the impoverished? This would counter the popular accounts of identity formation that view it as necessarily involving either authoritarianism from above, or irrationality from below. The chapter then explores the late theologian Ada-María Isasi-Díaz’s development of a mujerista theology, which adapted certain aspects of liberation theology’s “preference for the poor” to US Latinas.

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