Bridging the theory/practice divide in theological education

Charles W Davidson

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Bridging the theory/practice divide in theological education

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MLA citation style (9th ed.)

Charles W Davidson. Bridging the Theory/practice Divide In Theological Education. Covenant Theological Seminary. rim.ir.atla.com/concern/etds/5ec7642e-5648-4825-a576-cbcf61fb37ad?locale=es.

APA citation style (7th ed.)

C. W. Davidson. Bridging the theory/practice divide in theological education. https://rim.ir.atla.com/concern/etds/5ec7642e-5648-4825-a576-cbcf61fb37ad?locale=es

Chicago citation style (CMOS 17, author-date)

Charles W Davidson. Bridging the Theory/practice Divide In Theological Education. Covenant Theological Seminary. https://rim.ir.atla.com/concern/etds/5ec7642e-5648-4825-a576-cbcf61fb37ad?locale=es.

Note: These citations are programmatically generated and may be incomplete.

Creador

Charles W Davidson

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Abstracto

The purpose of this study was to explore how seminary students in Juarez, Mexico describe the importance of their concurrent leadership experience in transferring classroom theory about leadership to ministry practice. The study utilized a qualitative case study design using semi-structured interviews with six students who studied a class on leadership at the San Pablo Presbyterian Seminary in Juarez, Mexico. The findings of the study revealed that these students constructed meaning of class theory, were motivated to utilize it in practice, and transferred theory to practice by utilizing their concurrent leadership responsibilities. This study concluded that pre-professional theological education should include as much experiential education as possible into the curriculum. Bridging the theory-practice divide is possible by working hard to minimize the breach between academics and practice.

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