Tikybos mokytojų identitetas - raktas į profesinį rengimą

Trying to guarantee the proper training for a Scripture teacher, which could allow him to be immersed in conditions of present school and to fulfil the training tasks effectively, the greater demand of speaking about Scripture teacher’s identity, his as a specialist’s spiritual identity, arises preparing the proper model for Scripture teachers’ training. IDENTITY OF SCRIPTURE TEACHER According to Italian pedagogue and catechist Lucio Soravito, the identity of a Scripture teacher consists of three components: Existence, i.e. his spiritual and ethical origin, his spirituality, the roots his spirituality and professional skills; Knowledge, i.e. his cultural preparedness, allowing not to be reserved only in the limits of his own subject, the ability to talk over general problems of present human being; Ability to work; i.e. his professional competence, closely related with cultural education, which has the influence upon specificity of teacher’s training activity, ability to start interpersonal relations and to convey his training subject effectively. Meanwhile, his spiritual identity, i.e. spirituality, is the top point of professional skills, the spirit of a Scrip ture teacher, the key of a pupil (student) as well as of the environment. Spirituality is the most important dimension of him as a person, and only it can be supplied with cultural and pedagogical dimension. To determine the identity of a Scripture teacher means the personalization of values, believes, inner habits, which a Scripture teacher should distinguish himself with and which could allow fulfilling his service at school effectively. STRUCTURE OF SCRIPTURE TEACHER’S PRO FESSIONAL QUALIFICATION Scripture as a training subject helps to seek school’s training tasks and takes part in its training as well as socialization activity. In this case, a Scripture teacher should cooperate with other teachers, seeking for the following goals: To train pupil’s intellectual, creative and aesthetical ability; To train pupil’s critical thinking, will and feelings; To train spiritual, moral value perception; To help proper to Christian habits and conscious behaviour realizing; To transfer the cultural inheritance of former generations; To train and help friendly, tolerant interrelations discovering. I would like to define the identity of a Scripture teacher as a school worker more exactly by investigating the training duties (obligations) at school. SCHOOL AS A TRAINING INSTITUTION. In this prospect a Scripture teacher is defined as a school worker, who trains pupils’ abilities to evaluate Christian values in culture. SCHOOL AS AN INSTITUTION, PREPARING FOR LIFE. A Scripture teacher at school should be able to give education and training for the society’s use; he should train pupils’ ability to cooperate and to work in group, neglecting religious, national, human differences; to teach interpersonal relations problem solving, keeping within eternal values. SCHOOL AS AN INSTITUTION COOPERATING WITH OTHER TRAINING INSTITUTIONS. In this net of institutions as well as human interpersonal relations, a Scripture teacher should become a person of a dialogue, who is able to keep it with other teachers, parents, other information and training institutions. From these features of identity the following training requirements for Scripture teachers are coming out: A Scripture teacher should mature the features of a keeping the balance inside person; „To train” the abilities of correct interpretation of surrounding environment, life, events; He would be able to debate as well as to cooperate with other teachers, families, other training institutions, etc. A Scripture teacher is involved in a special relation with the Church; he is an interpreter of the religious dimension in culture. Conclusions:

1. A Scripture teacher as a Trainer. A Scripture subject has a training goal: it has to induce (stimulate) pupils to think about the meaning of life, to look for and to find the answers to the main questions of life, which are presented by Christian religion. He is able to fulfil this service because, in spite of his pedagogue competence, he should have the competence in interrelations, starting with the relation with a God.
2. A Scripture teacher as a person, distinguishing himself in interrelation competence. A Scripture teacher should be a person of a dialogue and should be able to cooperate with partners, involved in different activities at school as well as out of its limits. This interrelation competence is not only the result of a good character, but the obligation to improve himself as a person as well.
3. A Scripture teacher as a person, who is able to feel and to evaluate reality. He should be able to see reality (and religious experience especially) not only in his own but in the light of others light as well in the individual relation and community maturity relation. He should be able to look at the existing situation from above, i.e. to see it in the prospect of eternity. On the ground of this training obligation, a Scripture teacher is able to do this with the help of his training subject, due to which he is able to popularise the human culture and to help critical and systematic religious knowledge realizing.