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Catholic School Teaching as Participation in the Common Good

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Title: Catholic School Teaching as Participation in the Common Good
Language: English
Authors: John L. Beltramo
Source: Journal of Catholic Education. 2025 28(2):49-68.
Availability: University of Notre Dame. 4110 Jenkins Nanovic Bldg, Notre Dame, IN 46556. Tel: 574-631-1861; e-mail: JCE@nd.edu; Web site: http://digitalcommons.lmu.edu/ce
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Catholic Schools, Religious Education, Catholic Educators, Professionalism, Teacher Responsibility, Faculty Mobility, Religious Factors, Teaching (Occupation), Career Choice, Spiritual Development, Teacher Education Programs
ISSN: 2164-0246
Abstract: Increasing rates of teacher attrition have exacerbated the shortage of teachers in regions of the United States. In response, some scholars have proposed initiatives that promote the professionalization of teaching, hoping to attract and retain new teachers through greater classroom autonomy and stronger professional development. Others have advocated for a vision of teaching as a vocation, through which teachers can find deeper meaning and thereby better tolerate challenging working conditions. While both conceptualizations of teaching hold compelling implications for the field, their lack of grounding in a broader conception of community ultimately limits the extent to which they can respond to challenges such as teacher attrition. The purpose of this paper, therefore, is to propose a new conceptualization of Catholic school teaching as a specific form of participation in the common good--one that can counteract troubling trends facing teachers today through an emphasis on collective responsibility within a community of faith.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488465
Database: ERIC
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  Data: Catholic School Teaching as Participation in the Common Good
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  Data: University of Notre Dame. 4110 Jenkins Nanovic Bldg, Notre Dame, IN 46556. Tel: 574-631-1861; e-mail: JCE@nd.edu; Web site: http://digitalcommons.lmu.edu/ce
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  Data: Increasing rates of teacher attrition have exacerbated the shortage of teachers in regions of the United States. In response, some scholars have proposed initiatives that promote the professionalization of teaching, hoping to attract and retain new teachers through greater classroom autonomy and stronger professional development. Others have advocated for a vision of teaching as a vocation, through which teachers can find deeper meaning and thereby better tolerate challenging working conditions. While both conceptualizations of teaching hold compelling implications for the field, their lack of grounding in a broader conception of community ultimately limits the extent to which they can respond to challenges such as teacher attrition. The purpose of this paper, therefore, is to propose a new conceptualization of Catholic school teaching as a specific form of participation in the common good--one that can counteract troubling trends facing teachers today through an emphasis on collective responsibility within a community of faith.
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      – Text: English
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