ERIC Number: EJ1308903
Record Type: Journal
Publication Date: 2021
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2164-0246
EISSN: N/A
Feed My Sheep: A Framework for Lay Educator Faith Formation in Catholic Schools
Fussell, Ronald D.
Journal of Catholic Education, v24 n1 Article 8 p143-164 Spr 2021
In this grounded theory study, qualitative data from 11 educators in six diocesan high schools in the New England region revealed an interrelated framework for lay educator faith formation. Dimensions of that framework include the educator's relationship to the Church, interconnected processes of prayerful reflection and personal encounter, formative experiences with the lives of students, and formation in service as an outward expression of Catholic school identity. Participants also identified how occurrences of disruptive transitions and crises can unite and galvanize Catholic school communities in support of a common faith. By understanding how these dimensions relate to one another, Catholic school leaders can develop intentional and engaging faith formation efforts that lead to faithfully authentic Catholic school communities that more accurately reflect Gospel values and provide a setting where students can encounter the risen Christ.
Descriptors: Lay Teachers, Catholic Educators, Catholic Schools, Religious Factors, Churches, Institutional Characteristics, Instructional Leadership, Teacher Attitudes, Grounded Theory, Learner Engagement, Teacher Characteristics, Spiritual Development, Reflection, Secondary School Teachers, School Role, Cooperation, Teacher Student Relationship
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
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maine; Connecticut; Vermont; New Hampshire; Massachusetts; Rhode Island
Grant or Contract Numbers: N/A