THE RELIGIOUS EDUCATION TEACHER collaborative, graduated and ongoing.30 In light of the social, ecclesial and educational contexts, there is a continuing and evolving challenge for schools, systems She or he has pedagogical capabilities that and the Church community to support model an inquiry disposition and build teachers of Religious Education with dialogue between the students’ experiences formation and professional learning to be and cultural contexts and what the Catholic effective in their role and practice. Church believes, celebrates, lives and prays. The teacher is a learner who engages in The Church calls the teacher of Religious ongoing professional learning and Education in a Catholic school to be development of his or her knowledge and in correct doctrine, the witness “outstanding understanding, immersion in Catholic life of a Christian life and teaching skill”.29 and collaborative pedagogical practices that Responsive to the contexts in Australian enhance student learning. schools today, a Religious Education teacher requires deep knowledge and The Religious Education learning area understanding, particularly of Scripture and typically has a teacher or teachers with Church teaching, gained through formal designated leadership of the learning area. qualifications and accreditation according to Such a leader demonstrates the qualities requirements of the local Bishop. Catholic mentioned and leads others to tertiary institutions are partners in the develop them; has a key role in the total development of a teacher’s formal life of the school; provides leadership in qualifications. Religious Education is rich learning and oversight and evaluation of and authentic when the teacher witnesses to teaching programs; and promotes a living faith that invites students to teamwork and a professional learning discipleship and mission. This witness is community of Religious Education supported and enhanced through teacher teachers. faith formation that is systematic, 15
THE RELIGIOUS EDUCATION TEACHER In light of the social, ecclesial and educational contexts, there is a continuing and evolving challenge for schools, systems and the Church community to support teachers of Religious Education with formation and professional learning to be effective in their role and practice. The Church calls the teacher of Religious Education in a Catholic school to be “outstanding in correct doctrine, the witness of a Christian life and teaching skill”.29 Responsive to the contexts in Australian schools today, a Religious Education teacher requires deep knowledge and understanding, particularly of Scripture and Church teaching, gained through formal qualifications and accreditation according to requirements of the local Bishop. Catholic tertiary institutions are partners in the development of a teacher’s formal qualifications. Religious Education is rich and authentic when the teacher witnesses to a living faith that invites students to discipleship and mission. This witness is supported and enhanced through teacher faith formation that is systematic, collaborative, graduated and ongoing.30 She or he has pedagogical capabilities that model an inquiry disposition and build dialogue between the students’ experiences and cultural contexts and what the Catholic Church believes, celebrates, lives and prays. The teacher is a learner who engages in ongoing professional learning and development of his or her knowledge and understanding, immersion in Catholic life and collaborative pedagogical practices that enhance student learning. The Religious Education learning area typically has a teacher or teachers with designated leadership of the learning area. Such a leader demonstrates the qualities mentioned and leads others to develop them; has a key role in the total life of the school; provides leadership in learning and oversight and evaluation of teaching programs; and promotes teamwork and a professional learning community of Religious Education teachers. 15