Content area
Abstract
This study explores one teacher's thoughts and movements in a year of teaching Lutheran confirmation. The practitioner researcher's purpose in this study was to improve student engagement within a confirmation program that consisted of 150 sixth, seventh, and eighth grade students all attending with an adult mentor. Teacher experience was used as a resource while problematizing the self with the goal of reframing beliefs and practice. An adaptive agency cycle of inquiry was used to gather anecdotal notes, teacher journals, reflective think alouds, and interviews. These data pieces were examined to better understand the thinking moves associated with replacing a rotating teaching practice with a team-teaching approach. As a result of analysis, this narrative work raises questions of identity negotiation, team-teaching and practitioner research. In addition, the following faith learning themes emerged from interviews and were used as foci for reframing and analyzing practice: relationships, questioning, leadership, life connection and fear. This study adds a practitioner voice to the literature on teaching Lutheran confirmation.
