| dc.description.abstract | This study examines and compares the lived experience of a
Christian school teacher with the philosophies and policies of Christian
Schools International. A qualitative approach was used as the methodology
and characteristics o f this research paradigm complimented the purpose of
the study. Data were collected, analyzed and interpreted over a period of
two years using taped interviews, journals, and non-participant
observations. Analysis was conducted using a coding system to categorize,
synthesize, search for patterns, and interpret the data. The data were sorted
into themes based upon the coding scheme. These themes were then
discussed with the teacher for verification and analyzed according to how
they contribute to describing the lived experience o f a Christian teacher.
Findings of this study provide insight into how a Christian teacher
endeavors to fulfill school policies in her pedagogy through curriculum
development, evaluation, and building community.
Insight is gained into how teaching Christianly moves from
influence to theory to practice as I examine the influences o f family and
friends, teaching as a calling, learning to teach, metaphors for the teaching
experience, molding the intellect, spirituality, and community. Each o f
these themes are then discussed in relation to the expectations o f Christian
Schools International: love for God; for students; competence and vision;
and, building community both within and outside the Christian school. | |
