'Generative teaching congregations' and effective supervisors-mentors in theological field education: a test of model characteristics through the lens of Duke Divinity School students

Connie Mitchell Shelton

Etd

'Generative teaching congregations' and effective supervisors-mentors in theological field education: a test of model characteristics through the lens of Duke Divinity School students

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MLA citation style (9th ed.)

Connie Mitchell Shelton. 'generative Teaching Congregations' and Effective Supervisors-mentors In Theological Field Education: a Test of Model Characteristics Through the Lens of Duke Divinity School Students. Columbia Theological Seminary. rim.ir.atla.com/concern/etds/9de4054b-4995-4faf-a3ab-61ceffdc7d45?locale=it.

APA citation style (7th ed.)

C. M. Shelton. 'Generative teaching congregations' and effective supervisors-mentors in theological field education: a test of model characteristics through the lens of Duke Divinity School students. https://rim.ir.atla.com/concern/etds/9de4054b-4995-4faf-a3ab-61ceffdc7d45?locale=it

Chicago citation style (CMOS 17, author-date)

Connie Mitchell Shelton. 'generative Teaching Congregations' and Effective Supervisors-Mentors In Theological Field Education: a Test of Model Characteristics Through the Lens of Duke Divinity School Students. Columbia Theological Seminary. https://rim.ir.atla.com/concern/etds/9de4054b-4995-4faf-a3ab-61ceffdc7d45?locale=it.

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

Creatore

Connie Mitchell Shelton

Dichiarazione dei diritti

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Astratto

This study finds that seminarians participating in theological field education can better articulate contextual learning when offered a framework of detail-specific language. Quantitative questionnaires, using R. Leon Carroll, Jr.'s, 'habits and virtues' of generative teaching congregations and Lois J. Zachary's 'mentoring skills,' and facilitated reflection groups enabled sixty-one Duke Divinity School students serving ten-week placements in small, rural United Methodist churches to describe their experiences. In-depth interviews of five students revealed that by using Carroll and Zachary's language the students' theological reflections on contextual learning and the practice of ministry were more deeply, generatively rooted in the mission of God.

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