Nemo dat quod non habet (no one can give what they do not possess): the faith development needs of the authentic and authoritative Catholic teacher.

This study was set within the context of Catholic Education in Scotland; a context that holds a unique historic position, operating within the state education system. It investigated and explored the faith development experiences of Catholic teachers as they progressed from their initial teacher education programme through to full registration as qualified professionals, incorporating a one-year probationary period. A smaller comparative study was undertaken to add value to the theory that emerged from the main study. The research was phenomenological in nature and the qualitative research strategy adopted throughout was that of grounded theory, where the researcher used methods which allowed theory to emerge from the data. Data collection and analysis took place over a three-year period and the application of constant comparative analysis was implemented, where concepts were explored and their relationships investigated. Based on their own personal narratives, the development of participants’ faith was recorded during four key data collection and analysis stages which were given the titles, Considering the journey ahead, From theory to practice, Socialisation: finding a voice and The Catholic teacher: authentic witness to faith. Two faith development contexts were identified to enable Catholic teachers to be authentic and authoritative witnesses to their faith––concepts of self-realisation that aligned very much with the expectations of the Catholic Church. The first is the requirement to develop the teacher’s knowledge and understanding of the Catholic tradition and the second, the ability to teach in an explicit and proactive faith environment where, through its leadership and overall culture, this has the potential to significantly impact upon an individual’s faith. The study raises important questions surrounding the ongoing faith development of the Catholic teacher within the context of continuing professional development, given its unique position within the state system in Scotland.

Level dc:type.qualificationlevel

PhD

Grantor dc:publisher.institution

University of Glasgow

Year dc:date.issued

2008

Author dc:creator

• Coll, Roisin

• BX Christian Denominations
• L Education (General)
• BL Religion

Language dc:language

en