Chapter 2

3.1.2 Chapter 2: ‘Twenty-first Century Teachers?’ That’s Our Mission!

a] According to Elliott, the desired characteristics for teachers of the 21^st century identified by the 1995 North American symposium by major teacher educator organisations contain elements reflective of a Christian world view. Consequently, each should have some foundation in Scripture. Consider the ten characteristics in terms of the schema below. The first has been provided as an example.

Characteristic

Essential Quality

Scriptural Reference

holds selfless love for students

love for others

John 15:13,

1 John 4:7

b] The focus of the study reported in this chapter dealt with finding responses to three "curiosities". Exploring each in turn, what are some initial answers to the questions posed in these "curiosities"? The questions below might prompt further thinking in relation to your answers.

1. What values and principles would undergird such a curriculum? If it is to be "acceptable in a pluralistic school system", must it lose some of its ‘Christian distinctiveness’? Can it speak of ‘universal’ ethics, such as love, justice, mercy and acceptance, and yet not speak of the source and foundation of those ethics?

2. For what reasons has the Church not taken "the lead in promoting what is essentially Christ’s agenda" for society? Has the Church’s ‘social vision’ been marginalised, or has it abdicated its responsibilities in communicating that vision?

3. What features have characterised the ways in which both governments and the Church have attempted to deal with difference? To what degree have equity and equality been represented in such endeavours? Is ‘positive discrimination’ in college enrolment procedures and curriculum policies a justifiable response?

c] The tables which follow contain various statements of mission and objectives for the School of Education at Christian Heritage College (CHC) in Brisbane, Australia (the institution from which this Study Guide originates). Now in its 14^th year, CHC provides accredited undergraduate and post-graduate courses in Education, Business, Counselling and the Humanities. Compare the statements with those from CCCU member institutions as reported by Elliott. To what degree do such statements reflect the desired characteristics of 21^st century teachers?

MISSION STATEMENT OF CHRISTIAN HERITAGE COLLEGE

Christian Heritage College, as a Christian higher education institution, acknowledges the following aims and responsibilities:

1.	to provide higher education programs which meet the particular needs of Christian individuals, communities and institutions
2.	to foster Christian scholarship and research, and reflection upon social and cultural issues through the development and application of Christian perspectives
3.	to provide an intellectual and scholarly platform for Christian reformation in society and culture
4.	to provide undergraduate and postgraduate teaching within a Christian worldview
5.	to provide a caring institutional climate which exemplifies the life and teachings of Jesus Christ
6.	to promote Christian Discipleship and to equip disciples for Christian leadership and service
7.	to foster integration of personal growth and development with academic and professional development
GENERAL OBJECTIVES OF THE COURSE

The General Objectives of this program are:

1.		to prepare student teachers for Christian leadership in education; to foster commitment to teaching as a Christian ministry and to high standards of personal ethics and professionalism in teaching; to promote understanding of the mission of the Christian school and its relationships with the family, church and society
2.		to assist student teachers to make informed career choices; to provide opportunities for personal growth and character development; to assist student teachers to develop personal qualities which make success in teaching and which promote children's learning
3.		to equip student teachers for likely teaching roles principally, but not exclusively, in Christian schools; to develop proficiency in teaching skills and competence in the planning and implementation of appropriate learning activities for children in the curriculum areas; to develop understanding of teaching and learning expertise through practical involvement in extensive Field Studies experiences and through critical reflection on current theory and practice
4.		to provide further general education; to develop analytical abilities and the mastery of communication skills; to foster skills of critical reflection so as to inform future action; to foster the pursuit of excellence in scholarship
5.		to challenge student teachers to reflect on the bases of their faith, values, ethics and beliefs; to provide opportunities for them to articulate, to reflect on and to apply a Biblical Christian worldview; to foster an appreciation of the faith, values, ethics and beliefs of others
6.		to promote children, their growth and development as the central focus of schooling; to cultivate an appreciation of the uniqueness and worth of each individual child, and to foster understanding of children's growth and development, individual differences, special needs and abilities
7.		to foster understanding of the ideals and practices of Christian living; to model Christian community life within the College; to promote further appreciation of the family as the fundamental unit of human society
8.		to sensitise student teachers to the wider issues, particularly in Australian society, which shape children's experience of schooling; to relate learning to life roles in work and society; to consider the practices and implications of technological change; and to foster consideration of issues of central importance in schooling within a Christian perspective and the development of positive Christian responses to contemporary society
9.		to provide models of excellence in teaching and learning; to encourage student teachers to become independent learners and to provide opportunities for them to accept increasing responsibilities for their own life-long education and for the education of children
10.		to provide a basis for further learning, personal growth and professional development
SPECIFIC STUDENT OBJECTIVES

From these Aims and General Objectives, a more specific set of objectives for student teachers can be developed. On completion of this 4 year preservice Bachelor of Education program, for example, graduates should be able to demonstrate:

1.			an understanding of the theological and theoretical bases underlying the ministry of teaching, the processes of learning and teaching across the P-12 range
2.			the necessary planning abilities to implement, review, evaluate and modify teaching and learning strategies appropriate to the individual needs of children in a variety of cultural settings
3.			knowledge of relevant content and processes which forms the esoteric knowledge base of a professional teacher
4.			the ability to apply personal and professional knowledge, skills, attitudes, values and insights to teaching and learning in the school setting, thereby translating theoretical concepts into practical applications
5.			the personal qualities needed by all professional teachers in the school system generally, together with the spiritual and moral qualities appropriate for Christian teachers in Christian schools
6.			an ongoing commitment to professional growth and development
7.			the ability to reflect critically, in the light of educational theory and experience, upon their work as teachers and upon the context in which it takes place; and to translate such critical reflection into action through the modification and adaptation of teaching practices and strategies for learning
8.			the capacity to develop and apply Christian perspectives with respect to issues in education
9.			a standard of general education consistent with the notion of a professional teacher as an educated person
10.			the competencies of a beginning Christian teacher who knows how to teach Christianly