Partnership for authentic training for the profession: Collaborative and interdisciplinary teaching approach
Abstract
This presentation reports on an evidence-based outcome approach adopted to enhance student engagement in Scripture and Church which all Education students at Notre Dame (Fremantle) seeking accreditation to teach in Catholic Schools must undertake. Although the course content was considered highly relevant by the accreditation body (Catholic Education, Western Australia) course evaluation reports persistently indicated that students were not fully satisfied with their learning opportunities. It appeared that a contributing factor for the lower scores was the lack of pedagogical guidance included in the course content to allow students to gainfully employ it in their future profession. The amalgamation of the Schools of Education and Philosophy and Theology into a faculty provided an opportunity for a new collaborative and interdisciplinary teaching approach involving subject matter experts of both schools namely theologians and educators3. The teaching approach could be summarised in the formula: Suitable Content + Relevant Pedagogy + Experiential Learning = Authentic Teaching1,2.
Initial observations show an increase in student satisfaction which affirm the contribution of authentic teaching and learning towards the job-readiness of Education students especially those aspiring to be religious education teachers4. Plans are underway to include an experiential learning component for this group of students which hopes to show further improvement towards authentic teaching and learning to promote the employability of Notre Dame graduates.
References
1Christian, B. (2020). In P. Kilgour & B. Christian (Eds.), Revealing Jesus in the learning environment: Making a world of difference (pp. 181-205). Cooranbong, Australia: Avondale Academic Press.
2Ashby, I., & Exter, M. (2018). Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers. TechTrends, 63(2), 202–208.
3Gleeson, J. (2015). Critical challenges and dilemmas for Catholic Education Leadership internationally, International Studies in Catholic Education, 7:2, 145-161.
4Law-Davis, S. & Topliss, J. (2022). Perceptions of pre-service and graduate early childhood and primary teachers regarding their confidence in teaching Religious Education in Catholic primary schools. British Journal of Religious Education, articles in press.
Theme
Futureproofing learning and teaching through partnerships
Presenter Bio
Lawrence Pang
Dr Lawrence Pang is the Associate Dean of Learning Teaching in the Faculty of Education, Philosophy and Theology and an academic in the School of Philosophy and Theology (Fremantle Campus). As Associate Dean, I provide leadership and drive innovation in learning and teaching matters in the faculty. My teaching area and research interest is in Biblical Studies (Old Testament) and Theology focusing on the Pentateuch, Psalms and Wisdom Literature and the Prophetic Literature in the Old Testament which I am passionate about.
John Topliss
My vocation and own experience as a primary school teacher in Catholic schools for 30 years, an administrator for 23 years and as a practice supervisor, program coordinator and senior lecturer at The University of Notre Dame has found in daily dealings that Pre-Service Teachers and Early Career Teachers may find the responsibility of teaching a class solo, intimidating. At times also as a Gifted and Talented coordinator, I have also found when mentoring these ECTs they can feel overwhelmed when teaching learning areas like RE, Theology and Philosophy and it is often up to leaders to come up with instant solutions. It is hoped the development through my PhD study (published at UNDA in December 2017) of the Borromeo Mentoring Framework will assist both leaders, fellow teachers and mentors in assisting ECTs and experienced teachers settling into daily professional life for the betterment of the children in their care.
Presentation Type
Event
Location
Zoom session commences 10am AWST/12 noon AEST
Start Date
21-9-2022 11:02 AM
End Date
21-9-2022 11:09 AM
Partnership for authentic training for the profession: Collaborative and interdisciplinary teaching approach
Zoom session commences 10am AWST/12 noon AEST
This presentation reports on an evidence-based outcome approach adopted to enhance student engagement in Scripture and Church which all Education students at Notre Dame (Fremantle) seeking accreditation to teach in Catholic Schools must undertake. Although the course content was considered highly relevant by the accreditation body (Catholic Education, Western Australia) course evaluation reports persistently indicated that students were not fully satisfied with their learning opportunities. It appeared that a contributing factor for the lower scores was the lack of pedagogical guidance included in the course content to allow students to gainfully employ it in their future profession. The amalgamation of the Schools of Education and Philosophy and Theology into a faculty provided an opportunity for a new collaborative and interdisciplinary teaching approach involving subject matter experts of both schools namely theologians and educators3. The teaching approach could be summarised in the formula: Suitable Content + Relevant Pedagogy + Experiential Learning = Authentic Teaching1,2.
Initial observations show an increase in student satisfaction which affirm the contribution of authentic teaching and learning towards the job-readiness of Education students especially those aspiring to be religious education teachers4. Plans are underway to include an experiential learning component for this group of students which hopes to show further improvement towards authentic teaching and learning to promote the employability of Notre Dame graduates.
References
1Christian, B. (2020). In P. Kilgour & B. Christian (Eds.), Revealing Jesus in the learning environment: Making a world of difference (pp. 181-205). Cooranbong, Australia: Avondale Academic Press.
2Ashby, I., & Exter, M. (2018). Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers. TechTrends, 63(2), 202–208.
3Gleeson, J. (2015). Critical challenges and dilemmas for Catholic Education Leadership internationally, International Studies in Catholic Education, 7:2, 145-161.
4Law-Davis, S. & Topliss, J. (2022). Perceptions of pre-service and graduate early childhood and primary teachers regarding their confidence in teaching Religious Education in Catholic primary schools. British Journal of Religious Education, articles in press.