Christian Faculty Teaching Reflective Practice: An Action Research Approach to Learning

Abstract

The article reports the final results of a collaborative action research project that devised a reflective approach to theological education. This project lives within the tension between prescribing and implementing a model of theological education and working at the level of applied understanding. Living within this tension are six professors in the Faculty of Theology who teach field education courses. These professors find themselves very much in the middle, in between theory and practice. Our conversation and learning focused on two areas: (a) the nature of reflection as it relates to teaching and student and professor identity; and (b) how we represent reflection in the classroom in terms of teaching and evaluation.