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WHDL - 00014686

Called to teach: A mixed methods study on the relationship between teaching style and educational preparedness of Anglican clergy who disciple

Jessica H. Jones

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Northwest Nazarene University

Description / Abstract

Discipleship, a primary charge of the Church, involves teaching and learning. In order to disciple well, the Church and its clergy must consider how to teach content so that adults learn effectively. This consideration ought to begin in seminary, the primary source of educational preparation for Anglican clergy. Research is needed to identify the connections among Christian education, clergy preparedness, andragogy, and discipleship. To meet that need, this research used a convergent model to determine the relationship between teaching style and the educational preparedness of Anglican clergy who disciple. The teaching style of participants was identified using the Principles of Adult Learning Scale (PALS). Educational preparedness and its relationship to teaching style was identified through qualitative data collected within a mixed methods survey. Anglican clergy demonstrated a preference for a teacher-centered teaching style, as measured on the PALS. The researcher used Pearson’s correlation to analyze the relationship between the PALS score and gender, age, years in ministry, teaching experience, and amount of formal instruction in adult learning methods. The data demonstrated a significant relationship between gender and teaching style. Patterns emerged revealing the oldest group and the group with the least amount of formal instruction both scored the most teacher-centered, while those with more experience teaching scored the most learner-centered. Coded qualitative data indicated clergy did not feel adequately prepared to teach, sought additional informal training, and desired more practical experiences connected to content while in seminary. Results indicate the need for seminaries to model andragogical methods, to teach andragogical principles, and for future clergy to utilize andragogical techniques when discipling.

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KeywordsAndragogy, clergy, teaching style, discipleship, educational preparedness

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersE. Michael Poe, Vaughn Crowe Tipton, Bethani Studebaker, LoriAnn Sanchez

Supervisor or ChairDuane Slemmer

Peer Reviewed?No

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