Content

This Supervised Theological Field Education unit focuses especially on developing further skills in teaching the Christian faith in a variety of situations in the ministry context with varying levels of understanding. The students observe, analyse and reflect on the content and practice of the education in a ministry context and develop and enact a plan to teach either children, young people or adults in aspects of the Christian faith. The student has the opportunity to work co-operatively with the STFE workplace director as well as with ministry context leaders in the education program. Professional ministry standards including safeguarding underpin this unit.

Unit code: DP3023L

Unit status: Approved (Major revision)

Points: 18.0

Unit level: Undergraduate Level 3

Unit discipline: Pastoral Theology and Ministry Studies

Proposing College: Australian Lutheran College

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Learning outcomes

1.

Demonstrate an integrated understanding of Child Safeguarding and Professional Ministry Standards as they apply in the education program of a ministry context

2.

Demonstrate competencies in teaching the Christian faith in a ministry context

3.

Reflect theologically and pastorally on the place of education in a ministry context

4.

Reflect critically on the contribution of the field placement to spiritual and personal development, and readiness for vocation

5.

Document evidence of learning about the content and practice of education in a ministry context, as well as self-awareness that has resulted from the field placement

Unit sequence

Course relationship: A Supervised Theological Field Education (STFE) unit in both the Bachelor of Theology and Bachelor of Ministry

Prerequisites: 36 points in the discipline of Pastoral Theology and Ministry Studies (DP), including DP1013L Introduction to Teaching for Ministry, or its equivalent | Prior to commencement of placement, completion of learning module on the University code of conduct as well as safeguarding processes required by the LCA

Pedagogy

This STFE learning is informed by relevant literature, Workplace Director observation and mentoring, and student reflective integrative responses.

Indicative Bibliography

  • Bartsch, Malcolm I. A God who speaks and acts: theology for teachers in Lutheran schools. North Adelaide, SA: Lutheran education Australia, 2013. [Available online at http://www.lutheran.edu.au/publications-and-policies/printed-publications/a-god-who-speaks-and-acts/]
  • Everist, Norma Cook, ed. Christian education as evangelism. Minneapolis, MN: Fortress Press, 2007.
  • Knight, George. Philosophy and education: an introduction in Christian perspective. Berrien Springs, MI: Andrews University Press, 2006.
  • Marsh, Colin J. Becoming a teacher: knowledge, skills and issues. 5th ed. Frenchs Forest, NSW: Pearson Education Australia, 2010.
  • Moulds, Russ, ed. A teacher of the church: theology, formation, and practice for the ministry of teaching. Eugene, OR: Wipf & Stock, 2007.
  • Mueller, Steven P. Called to believe, teach and confess. Eugene, OR: Wipf & Stock, 2005.
  • Seymour, Jack L., ed. Mapping Christian education: approaches to congregational learning. Nashville, TN: Abingdon Press, 1997.
  • Vella, Jane. On teaching and learning: putting the principles and practices of dialogue education into action. San Francisco, CA: Jossey-Bass, 2008.

Assessment

Type Description Word count Weight (%)
Project Report or Project Journal

Design, present and reflect on a project or projects with a focus on teaching the faith

2000 40.0
Learning Resource

Produce at least two lesson plans

1000 20.0
Learning Resource

Provide an outline for a learning resource for congregational leaders

2000 40.0
Report

A record of placement including specific reflection on Child Safeguarding and Professional Ministry Standards in the context of teaching the faith

0 NGP
Approvals

Unit approved for the University of Divinity by Maggie Kappelhoff on 5 Oct, 2020

Unit record last updated: 2021-06-07 08:43:51 +1000