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008			210823e20172017sa ||||fom| | 00| e spa d
040			_cZA-BrSAT
100			_9602 _aClark, Paul Allan
245			_aLas Opiniones Contenidas En Esta Tesis No Necesariamente Reflejan La Posición De Sats Para Uma Teologia Prática De Ensino Teológico: Caminhos De Reflexão Para Integração De Teologia e Práticaem Professores De Seminários Evangélicos em São Paulo, Brasil
260			_aJohannesburg South Africa _bSouth African Theological Seminary _cAugust 2017
300			_apages 444 _bPDF _cA4 _eAbstract, TOC
502			_bDoctor of Philosophy in Theology _cSouth African Theological Seminary _d2017 _gDr. Antonio Carlos Barro
520			_aThis case study investigation focused on the question of the integration of theology and teaching practice by professors of theology in evangelical theological seminaries in São Paulo, Brazil. An appreciative inquiry approach provided perspectives on their theology of man and their approach to teaching practice in their theological teaching. The investigation showed the frameworks and pathways of integration these professors used, and how these may contribute to the formation of a practical theology of theological education to orient teaching practice. Interviews that were qualitative and semi-structured, were conducted in six theological seminaries affiliated with AETAL-Brazil in the city of São Paulo, with thirteen theology professors. The question guide was used to ascertain the experience, education, theological anthropology, teaching practices and integrational framework. Only two of the professors articulated their process of integration, while another eight expressed aspects of integration in their responses, even though not able to articulate their process of integration. Growing from this inquiry, further investigation into the areas of theology of theological education, philosophy of adult education, and theological anthropology yielded grounds for proposing foundations of a praxeological theology of theological education. The theological anthropologies of Wolfhart Annenberg and Alfonso Garcia Rúbio gave foundations for a theology of human development based on relationality. The educational practices of adult education were organized around the central idea of human agency, proposed by Albert Bandura, giving a praxeological framework for human development. The insights from the interviews provided grounds for proposing an integration of these perspectives of theological anthropology and adult education, into a practical theology of theological education for teaching practice.
942			_2ddc _cTHE
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