In-School Initiatives in Sacramental Preparation and Faith Formation – Educators’ Perspectives
Abstract
In-School Initiatives in Sacramental Preparation and Faith Formation – Educators’ Perspectives
The increasing secularisation of Irish society poses particular challenges to teachers and others who are responsible for faith formation and sacramental preparation (Rougier, and Honohan, 2015; Byrne and Devine, 2017; Heinz et al, 2018). Many teachers report that they cannot rely on children’s homes to support or nurture the faith they are acquiring in school (Coll, 2005). Catholic schools work in collaboration with parishes and families to support children in preparing for the sacraments, and programmes such as ‘Do this in Memory’ provide a mechanism to engage families in growing in faith with their children (Frabutt et al, 2010). While such programmes are effective, parental engagement in religious practice tends to decline once the day of the sacrament passes. To date, studies have tended to focus on the challenges Catholic schools face, while there is a dearth of information about in-school practices and their effects – on children and educators.
This paper aims to identify and elucidate the practices that schools are promoting to support children’s faith formation. The research examines the pedagogies and other methodologies employed by teachers who are themselves committed to their Catholic faith. It presents their assessments of what works well, what is less effective and how best practices can be supported and promoted.
Our research draws on focus group discussions with Catholic educators mainstream in Irish primary schools. It identifies what they perceive to be the most successful and impactful practices in supporting faith formation and religious practice. It outlines how schools and parishes can affirm and support committed teachers in their work. The research examines educators’ experiences of the RE curriculum and the resources available to them in passing on their Catholic faith and giving effect to the school’s ethos. It also explores educators’ perceptions on the role of children’s agency in faith-formation and their recommendations as to how schools can further foster religious practice and expression.
It is anticipated that the findings will add value to existing studies, by brining Catholic educators’ voices further to the fore in enhancing our understanding of in-school practices. Engaging educators in the research also provides insights into children’s experiences. The paper will identify the practices, systems, structures and methodologies that Catholic educators find to be most effective, thereby providing school managers with pointers when making decisions about advancing religion in schools. It is also anticipated that the study should acknowledge and affirm Catholic teachers and parish communities.
References
Byrne, R and Devine, D. (2017). ‘Catholic Schooling with a twist? A study of faith schooling in the Republic of Ireland during a period of detraditionalisation’ Cambridge Journal of Education, 48(4): 461–477.
Coll, N. (2005). ‘Sacraments in Trouble: A Challenge to Home, School and Parish’ The Furrow, 56(6): 323-331.
Frabutt, J. M., Holter, A. C., Nuzzi, R. J., Rocha, H., & Cassel, L. (2010). Pastors’ Views of Parents and the Parental Role in Catholic Schools. Journal of Catholic Education, 14 (1). http://dx.doi.org/10.15365/joce.1401032013
Heinz, M.; Keane, E. and Davison, K. (2018). ‘Student teachers’ attitudes towards teaching religion’ Education Matters. Available on: https://educationmatters.ie/study-student-teachers-attitudes-towards-teaching-religion/
Rougier, N. and Honohan, I. (2015). ‘Religion and education in Ireland: growing diversity – or losing faith in the system? Comparative Education, 51(1): 71-86.
In-School Initiatives in Sacramental Preparation and Faith Formation – Educators’ Perspectives
In-School Initiatives in Sacramental Preparation and Faith Formation – Educators’ Perspectives
The increasing secularisation of Irish society poses particular challenges to teachers and others who are responsible for faith formation and sacramental preparation (Rougier, and Honohan, 2015; Byrne and Devine, 2017; Heinz et al, 2018). Many teachers report that they cannot rely on children’s homes to support or nurture the faith they are acquiring in school (Coll, 2005). Catholic schools work in collaboration with parishes and families to support children in preparing for the sacraments, and programmes such as ‘Do this in Memory’ provide a mechanism to engage families in growing in faith with their children (Frabutt et al, 2010). While such programmes are effective, parental engagement in religious practice tends to decline once the day of the sacrament passes. To date, studies have tended to focus on the challenges Catholic schools face, while there is a dearth of information about in-school practices and their effects – on children and educators.
This paper aims to identify and elucidate the practices that schools are promoting to support children’s faith formation. The research examines the pedagogies and other methodologies employed by teachers who are themselves committed to their Catholic faith. It presents their assessments of what works well, what is less effective and how best practices can be supported and promoted.
Our research draws on focus group discussions with Catholic educators mainstream in Irish primary schools. It identifies what they perceive to be the most successful and impactful practices in supporting faith formation and religious practice. It outlines how schools and parishes can affirm and support committed teachers in their work. The research examines educators’ experiences of the RE curriculum and the resources available to them in passing on their Catholic faith and giving effect to the school’s ethos. It also explores educators’ perceptions on the role of children’s agency in faith-formation and their recommendations as to how schools can further foster religious practice and expression.
It is anticipated that the findings will add value to existing studies, by brining Catholic educators’ voices further to the fore in enhancing our understanding of in-school practices. Engaging educators in the research also provides insights into children’s experiences. The paper will identify the practices, systems, structures and methodologies that Catholic educators find to be most effective, thereby providing school managers with pointers when making decisions about advancing religion in schools. It is also anticipated that the study should acknowledge and affirm Catholic teachers and parish communities.
References
Byrne, R and Devine, D. (2017). ‘Catholic Schooling with a twist? A study of faith schooling in the Republic of Ireland during a period of detraditionalisation’ Cambridge Journal of Education, 48(4): 461–477.
Coll, N. (2005). ‘Sacraments in Trouble: A Challenge to Home, School and Parish’ The Furrow, 56(6): 323-331.
Frabutt, J. M., Holter, A. C., Nuzzi, R. J., Rocha, H., & Cassel, L. (2010). Pastors’ Views of Parents and the Parental Role in Catholic Schools. Journal of Catholic Education, 14 (1). http://dx.doi.org/10.15365/joce.1401032013
Heinz, M.; Keane, E. and Davison, K. (2018). ‘Student teachers’ attitudes towards teaching religion’ Education Matters. Available on: https://educationmatters.ie/study-student-teachers-attitudes-towards-teaching-religion/
Rougier, N. and Honohan, I. (2015). ‘Religion and education in Ireland: growing diversity – or losing faith in the system? Comparative Education, 51(1): 71-86.