This unit engages learners in critically examining their praxis as religious educators in light of the mission of Catholic schools and the theology of Vatican II. Participants will explore and evaluate a variety of perspectives on religious education in relation to curriculum expectations and the cultural and religious context. The unit explores concepts of identity and spirituality as they relate to students and also to teachers’ self- understanding. Teachers will deepen critical awareness of the pedagogical choices they make in Religious Education and the theology underpinning them. Through peer-engaged inquiry, learners use a theologically informed action research approach with a focus on building their capacity to engage student voice in dialogue with the Catholic tradition.

Unit code: CT9016C

Unit status: Approved (New unit)

Points: 24.0

Unit level: Postgraduate Elective

Unit discipline: Systematic Theology

Proposing College: Catholic Theological College

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Learning outcomes


Identify and explore key features of Vatican II’s theology and spirituality for Catholic identity in the context of a post-Christian society.


Critically reflect on their professional practice as part of a community of religious educators in the light of these features, with attention to the role of student voice in informing their practice.


Use their learning to investigate a sustainable approach to ongoing development as religious educators in the current context of Catholic schools.


Synthesise their learning to articulate either a theology or philosophy of teaching and learning.

Unit sequence

BS8600C and CT8600C or equivalent


Learners will engage in intensive mode with lecture input, directed reading activities, facilitated peer discussion, electronic resources and formative feedback, to achieve the learning outcomes. Theological Action Research (Cameron et al., 2010) consists of a team approach to reflection and dialogue in order to explore theological questions about practice to renew both theology and practice, supported by the supervisor.

Indicative Bibliography

  • Boeve, Lieven. Theology at the Crossroads of University, Church and Society. London: Bloomsbury, 2016.
  • Cameron, Helen, Deborah Bhatti, and Catherine Duce. Talking About God in Practice: Theological Action Research and Practical Theology. London: SCM Press, 2010.
  • Dillen, Annemie, and Didier Pollefeyt. Children’s Voices: Children’s Perspectives in Ethics, Theology and Religious Education. Leuven: Peeters, 2010.
  • Erricker, Jane, Cathy Ota, and Clive Erricker, eds. Spiritual Education: Cultural, Religious and Social Differences. Eastbourne: Sussex Academic Press, 2012.
  • Lombaerts, Herman, and Didier Pollefeyt, eds. Hermeneutics and Religious Education. Leuven: Peeters, 2004.
  • Loughran, John. What Expert Teachers Do. Crows Nest: Allen & Unwin, 2010.
  • Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible. San Francisco: Jossey-Bass, 2011.
  • Roebben, Bert, and Michael Warren, eds. Religious Education as Practical Theology. Leuven: Peeters, 2001.
  • Smith, Kathy, and John Loughran, eds. Quality Learning: Teachers Changing Their Practice. Rotterdam: Sense Publishers, 2017.
  • Timperley, Helen, Aaron Wilson, Heather Barrar, and Irene Fung. Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington: Ministry of Education 2007. http//


Type Description Word count Weight (%)

2000 word essay

2000 20.0

Report 1000 words

1000 10.0

5000 word essay 90% with three stages: a) pre-investigation results and reflection due 30% of time elapsed, b) plan of action due 40% of time elapsed c) reflection on evidence due 70% of time elapsed

5000 70.0

Unit approved for the University of Divinity by John Capper on 27 Jul, 2019

Unit record last updated: 2019-09-06 11:51:10 +1000