Connecting with the Catholic community

The Right Honorable Nicola Sturgeon, First Minister of Scotland, gave the 2018 Cardinal Winning Lecture in June. The Director of the St Andrew’s Foundation reflects on its significance

Connecting with the Catholic community

The Right Honorable Nicola Sturgeon, First Minister of Scotland, gave the 2018 Cardinal Winning Lecture in June. The Director of the St Andrew’s Foundation reflects on its significance

Faith Schools and State Education: Church-State Relations and the Development of the 5-14 Religious Education Program in Scotland

Public policy questions such as public funding for Catholic schools, the extent of government involvement in private education, and church-state relations in general are not unique to the United States. This article discusses Catholic education in Scotland, which a view to explaining the ongoing need for cooperation and goodwill in church-state relations concerning schools

The Catholic teacher: a Scottish perspective

This year, the catholic community in scotland has been celebrating a significant anniversary. 2018 marks the centenary of the 1918 act, which constituted scottish catholic education in the form the country knows it today. The passing of this act has resulted in a century of acclaimed catholic schools with distinctive identities, served by excellent catholic teachers who have a declared commitment to their faith

The Catholic teacher: a Scottish perspective

This year, the catholic community in scotland has been celebrating a significant anniversary. 2018 marks the centenary of the 1918 act, which constituted scottish catholic education in the form the country knows it today. The passing of this act has resulted in a century of acclaimed catholic schools with distinctive identities, served by excellent catholic teachers who have a declared commitment to their faith

Catholic educators

This article is concerned with 26 primary and secondary student teachers' early perception of themselves as Catholic educators in Scotland. It analyses their perspectives on what it means to be a Catholic teacher, what is expected of them by the Church and what motivated them to choose this particular career path. Discussion of these issues reveals an astute awareness of their role in the Catholic sector but a deep apprehension about their ability to succeed in fulfilling this. Their religious biographies and identities highlight much about the Scottish context of which they are a part, yet their responses to faith indicate differing levels of confidence in teaching, particularly with regard to the content of the Religious Education curriculum which they are expected to implement. The challenge these students present to the major stakeholders in Scottish education is to provide them with adequate support in developing their own faith-and knowledge and understanding of it-in order to enable them to carry out their role as Catholic teachers effectively within the state-funded system. Cet article se base sur 26 instituteurs et professeurs en formation et leur auto-perception comme formateurs catholiques en Ecosse. L'article analyse leur compréhension de ce que veut dire être professeur catholique et de ce que l'Eglise attend d'eux ainsi que les raisons de leur choix particulier de cette profession. La discussion qui s'ensuit révèle une comréhension pointue de leur rô le dans l'éducation catholique ainsi qu'une inquiétude marquée de ne pas être à la hauteur de cette tâche. Leurs biographie et identité religieuses révèlent clairement le contexte écossais dont ils font partie, quoique leurs différentes réponses devant la foi ne manifestent pas le même niveau de confiance en tant que professeur surtout à l'égard du curriculum de l'enseignement religieux qu'ils sont censés maîtriser. Le défi, présenté par ces étudiants aux intéressés de l'éducation écossaise, est de leur apporter le soutien nécessaire au développement de leur foi, à sa connaissance et à sa compréhension afin qu'ils puissent bien remplir leur vocation d'enseignants catholiques dans l'enseignement public. El artículo constituye un estudio de veinte-seis individuos que quieren ser profesor(a) o maestro(a) y sus percepciones instintivas de ellos mismos como formadores Cató licos en Escocia. Esta es el análisis de sus perspectivas sobre la significació n de ser un profesor Cató lico, las expectaciones de la Iglesia Cató lica, y las razones por qué están inspirado por esta carrera específica. Una discusion de esos asuntos no solo revela un conocimiento astuto de sus papeles en el sector Cató lico pero tambien una aprensió n muy profunda de su capacidad tener éxito y realizar sus papeles y tareas. Sus identidades y biografías religiosas subrayan mucho el contexto escocés en que ellos participan, sino la variedad de sus respuestas a la fe ilustra distintas calidades de confianza para enseñ ar, especialmente con respecto a lo que está incluido en la curricula de la educació n religiosa que tienen que enseñ ar. El desafío que esos estudiantes presentan a los que estan encargado de la educació n Escocésa es proveerles-a los estudiantes-de apoyo suficiente para desarrollar sus propias fes-y conocimiento y entendimiento de ella-para permitirles cumplir eficazmente sus papeles como profesores(as)/maestros(as), especialmente dentro de un sistema que depende de fondos del Estado Civil

Catholic teacher formation in Scotland

Catholic Teacher Education in Scotland contributes to an internationally recognised and acclaimed national education system, in one of the few countries in the world where denominational education is fully supported and funded by the state. The Catholic Teacher Education mission is located within the School of Education of one of Scotland’s ancient universities, which accepts the responsibility as ‘sole provider’ of teachers for Scottish Catholic schools despite the university’s secular character. This chapter explores the tensions and mutual benefits inherent in such a partnership between Church and university. It charts the opportunities arising from the national policy shift towards teaching as a Masters-level profession and the scope for intercultural dialogue amongst Catholic students and their peers. It also appraises the challenges to the ongoing Catholic identity of teacher education, the maintenance of a critical mass of committed and highly qualified Catholic teachers and the strategy required to inspire the next generation of Catholic teacher educators who will carry forward the mission

Faith Schools and State Education: Church-State Relations and the Development of the 5-14 Religious Education Program in Scotland

Public policy questions such as public funding for Catholic schools, the extent of government involvement in private education, and church-state relations in general are not unique to the United States. This article discusses Catholic education in Scotland, which a view to explaining the ongoing need for cooperation and goodwill in church-state relations concerning schools