MARC details
| 000 -LEADER |
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| fixed length control field |
05293nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20220301063818.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
171108s2017 sa ||||fom| | 00| e eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
ZA-BrSAT |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| 9 (RLIN) |
288 |
| Personal name |
Romero, Alejandro Adolfo |
| 245 ## - TITLE STATEMENT |
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| Title |
La Enseñanza para la Comprensión como Marcoconceptual para el Mejoramiento de la Calidadeducativa en las Instituciones de Educación Teológica Evangélica de América Latina |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Johannesburg, South Africa |
| Name of publisher, distributor, etc. |
South African Theological Seminary |
| Date of publication, distribution, etc. |
2017 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
238p |
| Other physical details |
PDF |
| Dimensions |
A4 |
| Accompanying material |
Abstract. Table of contents. Works cited. |
| 502 ## - DISSERTATION NOTE |
|---|
| Degree type |
Doctor of Philosophy in Theology (PhD) |
| Name of granting institution |
South African Theological Seminary |
| Year degree granted |
2017 |
| Supervisors |
|
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
On Teaching As a Conceptual Framework for Better Comprehension, to Improve the Quality of Education in the Evangelical Theological Institutions in Latin America The primary point of my thesis is to suggest an educational model entitled ―teaching for an easier comprehension, to be used as a framework to help improve the quality of education of Evangelical Theological Institutions in Latina America. The reason that motivated me to write on the subject has been the scarce propositions of alternatives available in theological education. The teaching hardly occupies a place of influence as a tool which could positively affect the whole teaching and learning process as well as the logic of institutions. Likewise I questioned the tasks and approach of theological institutions being more doctrinal rather than analytical and prudent. The aim of this very work is to indicate three main points as follows: Firstly; to implement a pedagogical project which may produce a radical change in every area of theological teaching. Secondly; to revolutionize the very approach of teaching itself. Thirdly; to acquire new tools whenever theology is carried out. This work is relevant to theology and pedagogy, it is based on bibliographic elements. The method and the investigation I carried out can be classified and framed in a qualitative logic, and the argument has a complementary hint. That, can only fit into a frame of new ideas to accomplish a model of logic and consistent pedagogy. I have hereby used a comparing methodology of analysis based on different points of view comparing their similarities and differences. The first step forward was taken by answering a question divided into four points;Point One:―What characteristics do educational practise have in theological institutions in Latin America?‖To look in depth into that question, I have reflected on the very definition of pedagogy itself, taking the chance to apply hermeneutics to the theology and pedagogy aspects, working as well on the teaching plan. Point Two:―What is the framework of teaching toward comprehension For a better understanding of the concept, I made a journey into the history of the proposition of comprehension and its foundation, on which it stands. I showed different ways of tutoring, and the importance to achieve an effective learning process for the students. Point Three:―What challenges do contemporary theological education bring?‖To answer this question, I compared different authors that showed there are diverse ways of experiencing theology, pointing how God acts and the church behaves. Point Four:I tried to answer this question (as last point).―What contribuition could the conceptual frame bring to teaching for abetter understanding of theological education?‖First of all, I set a mind map of the teaching frame itself for the sake of comprehension, which raised another question: ―How could we implement the teaching for comprehension in theological education?‖As a result I made a specific proposition to be formalized in one theological institution. In conclusion I affirm that it is indispensable to deeply reflect on how we comprehend pedagogy and its implications in teaching as whole. Likewise it is essential to consider the models of hope and the Kingdom of God, so that it may renew theology and pedagogy. I also realized that there are different ways to experience theology which could significantly transform the semblance of an institution. Hermeneutics as well as the above mentioned is an important tool to innovate pedagogical and theological practise in the academic community. Not to mention the importance of the role of curriculum (as teaching plan), in an academic institution encouraging the teacher to be more creative, innovative, reflexive and prudent. The contemporary challenge of theological education would contribute to our way of teaching, therefore the ability to transform reality. Finally, considering all the above mentioned, the pedagogical and educational model like the conceptual framework of comprehension, would be of benefit to any academic institution |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| 9 (RLIN) |
74 |
| Topical term or geographic name entry element |
Christian education |
| General subdivision |
Theological Education |
| Geographic subdivision |
Latin America |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Thesis |
