Additional information
by Leonardo Franchi (Editor), Richard Rymarz (Editor)
This book explores in a theoretical and practical sense the challenges and opportunities arising in the initial and ongoing formation processes for teachers in Catholic schools. It showcases a range of international perspectives on how prospective teachers for Catholic schools are prepared both academically and pastorally for their professional role.
Divided into two parts, Part 1 of the book focuses on certain countries in the Anglosphere; each country with a dedicated chapter in which the academic and pastoral approaches to teacher formation are examined in the context of its particular cultural, political and religious landscape. Part 2 of the book examines specific areas of interest with particular reference to what it means for the Catholic Church's mission to offer suitable formation to its corps of teachers.
Building on the editors' previous work, this book offers a fresh perspective on this subject by bringing together observations from selected local contexts on what Catholic teacher formation looks like as a set of organised processed and structures. It also shows how the study of educational themes offers challenges to current practices, but also opportunities for fruitful engagement with other educational perspectives.
Author Biography
Dr Leonardo Franchi is a lecturer in Religious Education at the University of Glasgow, Scotland. He was Director of Catholic Teacher Education at the University of Glasgow from 2012-2016 and is a member of the Executive of the Association for Catholic Colleges and Institutes of Education (ACISE). His principal research interests are in the nature of religious education, and issues around initial and ongoing teacher formation.
Professor Richard Rymarz is the Head of Religious Education and Director of Research at the Broken Bay Institute - The Australian Institute of Theological Education. Prior to this he held the Peter and Doris Kule Chair in Catholic Religious Education, St Joseph's College, at the University of Alberta, Canada. He has wide experience in educational research and teaching, especially work on Catholic schools, teacher formation, and moral and religious education. His most recent publications examine moving from theory to practice in religious education, and the history and future directions of teacher formation.
