The seminary experience: Conceptual worlds of first-career and second-career seminarians
Notice bibliographique
Résumé
3. How do the systems of thought described by first-and second-career seminarians compare? 4. Do first-and second-career seminarians identify an over-arching message to their theological education?Seminarians in Canada and the United States: A Review of the Literature more than adequate.They called Tomas biased against part-time, second-career seminarians.In the entire study, this exchange at MTS about the academic ability of second-career students is the only discussion of explicit differences between first-career and second-career students. SummaryThe ethnographic accounts reviewed here attended to what researchers observed, and how that behavior fit into theories such as deprofessionalization or organizational culture.Both ethnographies reveal that theological education involves intended activities such as class work and community worship, and the informal activities of students.Theological schools, like all professional schools, have stated purposes and create curricula to achieve those purposes.The next section briefly reviews the literature on the intended curriculum in theological schools. The Intended Curriculum: What Seminaries Hope To DoPorter (2006) distinguishes between various meanings of a school's curriculum.The intended curriculum refers to explicit statements about what ought to be taught.Course descriptions in a school's catalog describe the intended curriculum.The enacted curriculum refers to the various kinds of instruction actually delivered by a school.The learned curriculum, finally, is what students actually learn.This section discusses the intended curriculum in North American theological seminaries, focusing on the past 40 years.Before introducing the conceptual frameworks that guided the study, this section briefly reviews literature about first-and second-career students in professions similar to Christian ministry.Following the suggestion of Wheeler, Miller, and Aleshire (2007) that ministry is similar to other helping professions, this section points to representative literature about first-and second-career students in two such professions, social work and nursing.The section concludes by linking research about students in social work and nursing to this study of seminarians. First-and Second-Career Students in Social Work SchoolsThis section introduces literature about social work students in Canada and the United States, then reviews quantitative studies that take into account age as a variable of interest.After reporting on qualitative studies about the socialization of social work students, the section ends with a critique of the literature.experiences require them to engage "multiple systems as employees or parents" (p.583) may acquire skills in self-advocacy and achieve satisfying experiences in field work. First-and Second-Career Students in Nursing SchoolsNursing is another helping profession often compared to ministry because of its service orientation (Barretti, 2004;Wheeler, Miller, & Aleshire, 2007).This section introduces published literature about nursing students, then reviews studies that take into account age as a variable of interest.The section ends with a critique of extant research.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,004 | 0,002 |
| Études des sciences et des technologies | 0,009 | 0,042 |
| Communication savante | 0,014 | 0,023 |
| Science ouverte | 0,002 | 0,011 |
| Intégrité de la recherche | 0,003 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».