Item description for Supervision of Ministry Students by Regina Coll...
Overview Through a practical discussion of the aims of field education, this work guides supervisors through their role in this crucial step in the education of ministerial students. It clearly defines the role of supervisors, their consequent responsibilities, and ways in which to meet those responsibilities.
Through a practical discussion of the aims of field education, this work guides supervisors through their role in this crucial step in the education of ministerial students. It clearly defines the role of supervisors, their consequent responsibilities, and ways in which to meet those responsibilities.
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Studio: The Liturgical Press
Est. Packaging Dimensions: Length: 9" Width: 6.38" Height: 0.36" Weight: 0.47 lbs.
Release Date Apr 1, 2000
Publisher Liturgical Press
ISBN 081462040X ISBN13 9780814620403
Availability 0 units.
More About Regina Coll
Coll is a long-time educator in the field of parish ministry, and a former member of the department of theology at Notre Dame University, Indiana.
Regina Coll currently resides in the state of New York.
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A Valuable Tool for Supervising in Seminary Field Ed. Sep 14, 2001
Coll's book is a resource for new field supervisors of students preparing for vocational ministry in parish and non-parish settings. The author contents that theological reflection is at the heart of field education and is a discipline through which the supervisor helps the student to learn to do theology. The specific roles of the supervisor are explained as helping to develop ministerial skills, formulation of a ministerial identity and integrating academic theory with pastoral practice. Coll argues that while seven distinct modes of supervision exist, all supervisor-mentor relationships must move towards a resource or consultative mode. As a resource, the supervisor assists in reflection and identification of resources. In the latter, the student identifies issues and concerns while the supervisor confronts and challenges the student in order to facilitate further insight. Supervision is not a footnote to ministry; supervisors are encouraged to view their role as directly contributing to the coming reign of God. A supervisor, as one working toward their own obsolescence, must also understand the he or she is an educator among equals who helps students move themselves towards greater independence, intentionality and responsibility. Following Paulo Freire, Coll advocated "problem-posing education," an approach that understands crises as opportunities for transformation. Transformation becomes possible as supervisor and students engage in critical thinking. Three methods of critical reflection, Shared Christian Praxis, the Pastoral Circle, and the Tripolar Model are discussed and promoted as means of involving the student in this dialogical-relational dynamic. Contracts, journals, case studies and evaluations ("supervisory artifacts") are explained in light of their potential to benefit the student. These provide the substance of the supervisory session and help surface themes for theological reflection. Coll advocates several models of reflection and insists upon the fact that "theological reflection constitutes supervision, it is not an extra added attraction that may be ignored. It is the very heart of the supervisory relationship." (p. 109)