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This article has three points to make. First, is to address some of obstacles that have long hindered teacher education in the protestant church of Korea. Second, the image and the roles of teacher in the Bible were sought and reinterpreted in light of the current situation of the Korean church's teacher training. And the last point is to suggest some of recommendations for the sake of improving the current issues in the biblical perspectives.
There are three factors explaining the social influences on the declining the church school: the student population decline seems a natural phenomenon due to the low birth rate. Second factor is the emergence of the internet, globalization, and multi-cultural family and third, the new policy-implementation of five-days per week working system and no-school on Saturdays. These surely affected on the attendance of the church's Sunday service.
From the church perspective, two problems can be addressed. First, the church school adopts the public school system in many ways. Second, the church is indifferent to the development of its educational environment. As for the teacher's respect, he or she has his or her own problems. They are such as lack of calling or qualification and efforts to understand their clients and the absence of systemic and continuous teacher training program.
The second point of this paper is to seek the cases in the O.T. and N.T. that refer to the ideal image of teacher to modem church teachers. Five types of teacher were found and reinterpreted in light of the current situation: the teacher who teaches the knowledge of God, the teacher who takes not authority but responsibility, the teacher who keeps the balance like the keel of a ship, the teacher who heals the wounded, and the teacher who makes the student to bear a dream.
In conclusion, some of directions and suggestions are recommended for improving the current situation of teacher education. First, the church's teacher training must be developed at the three dimensions; spirituality, knowledge, and discipleship. Also the term of the teacher training can be suggested to the three steps, 1) pre-service, 2) on the job, and 3) advanced training. It can also alter to a short-middle-long term training format. Various classes of teacher with a license are introduced, for instance, assistant to the teacher, intern teacher, senior teacher. Lastly, methods and contents for training the church teacher are proposed based on the biblical texts. A teacher without a deep experience of God can only give a poor answer to students asking who God is and how God use them. So a teacher always seeks for the God's guidance before teaching. For God is the source of all teaching.
There are three factors explaining the social influences on the declining the church school: the student population decline seems a natural phenomenon due to the low birth rate. Second factor is the emergence of the internet, globalization, and multi-cultural family and third, the new policy-implementation of five-days per week working system and no-school on Saturdays. These surely affected on the attendance of the church's Sunday service.
From the church perspective, two problems can be addressed. First, the church school adopts the public school system in many ways. Second, the church is indifferent to the development of its educational environment. As for the teacher's respect, he or she has his or her own problems. They are such as lack of calling or qualification and efforts to understand their clients and the absence of systemic and continuous teacher training program.
The second point of this paper is to seek the cases in the O.T. and N.T. that refer to the ideal image of teacher to modem church teachers. Five types of teacher were found and reinterpreted in light of the current situation: the teacher who teaches the knowledge of God, the teacher who takes not authority but responsibility, the teacher who keeps the balance like the keel of a ship, the teacher who heals the wounded, and the teacher who makes the student to bear a dream.
In conclusion, some of directions and suggestions are recommended for improving the current situation of teacher education. First, the church's teacher training must be developed at the three dimensions; spirituality, knowledge, and discipleship. Also the term of the teacher training can be suggested to the three steps, 1) pre-service, 2) on the job, and 3) advanced training. It can also alter to a short-middle-long term training format. Various classes of teacher with a license are introduced, for instance, assistant to the teacher, intern teacher, senior teacher. Lastly, methods and contents for training the church teacher are proposed based on the biblical texts. A teacher without a deep experience of God can only give a poor answer to students asking who God is and how God use them. So a teacher always seeks for the God's guidance before teaching. For God is the source of all teaching.
목차
Ⅰ. 교사교육의 발전을 저해하는 요인들
Ⅱ. 성서적 관점에서 본 교회학교 교사
Ⅲ. 결론: 교사교육 개선방안
참고문헌
Abstract
참고문헌 (34)
참고문헌 신청
1. [단행본] - Anthony Michael J. / 2003 / Exploring the history and philosophy of Christian education / Kregel Academic & Professional
2. [단행본] - Brashear, Nancy / 1996 / Nurturing Christians as reflective educators / Learning Light Press
3. [단행본] - Bredfeldt, Gary / 1988 / Creative bible teaching / Moody Publishers
4. [단행본] - Galindo, Israel / 1998 / The craft of Christian teaching: essentials for becoming a very good teacher / Judson Press
5. [단행본] - Groome, Thomas H. / 2007 / Christian education as evangelism by foreword / Fortress Press
2. [단행본] - Brashear, Nancy / 1996 / Nurturing Christians as reflective educators / Learning Light Press
3. [단행본] - Bredfeldt, Gary / 1988 / Creative bible teaching / Moody Publishers
4. [단행본] - Galindo, Israel / 1998 / The craft of Christian teaching: essentials for becoming a very good teacher / Judson Press
5. [단행본] - Groome, Thomas H. / 2007 / Christian education as evangelism by foreword / Fortress Press
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