Reimagining Professional Competence Christian Education Teachers Linking Prayer and Learning through Genesis 24:63 in SDN 096 Siborongborong
Main Article Content
Abstract
This study explores the reimagining of professional competence among Christian Education teachers through the integration of prayer and learning, inspired by the reflective practice found in Genesis 24:63. Conducted at SDN 096 Siborongborong, the research employed a qualitative approach involving 46 students to investigate how prayer-based pedagogy influences classroom experiences and learning outcomes. Data were collected through classroom observations, semi-structured interviews, and reflective journals, allowing for an in-depth understanding of students’ perceptions of prayer within the learning process. The findings reveal that prayer functions as more than a spiritual ritual; it serves as a pedagogical tool that supports emotional stability, cognitive engagement, relational harmony, and moral awareness. Students reported increased focus, confidence, and motivation when prayer was integrated meaningfully into instructional activities. Prayer was also found to foster reflective thinking and strengthen classroom relationships, contributing to a supportive learning environment. These outcomes highlight the importance of teacher intentionality in connecting spiritual practices with educational objectives. The study demonstrates that professional competence in Christian Education extends beyond instructional expertise to include the ability to facilitate spiritual reflection that enhances holistic learning. Teachers who aligned prayer themes with lesson content enabled students to perceive deeper meaning in both academic tasks and interpersonal interactions. This research affirms that prayer, when guided by reflective professionalism, can bridge the gap between faith and learning in contemporary educational settings. By situating spiritual practices within pedagogical frameworks, Christian Education teachers can cultivate environments that nurture both intellectual growth and character formation.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Bandura, A. (2020). Moral disengagement: How people do harm and live with themselves. Worth Publishers.
Boeve, L. (2018). Theology at the crossroads of university, church and society: Dialogue, difference and catholic identity. Bloomsbury.
Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Carr, D. (2019). Professionalism and ethics in teaching. Routledge.
Francis, L. J., & Robbins, M. (2021). The psychological type profile of Christian teachers and its implications for spiritual formation in education. Journal of Beliefs & Values, 42(3), 345–360.
Freire, P. (2020). Pedagogy of hope: Reliving pedagogy of the oppressed (30th anniversary ed.). Bloomsbury.
Hargreaves, A., & Fullan, M. (2020). Professional capital: Transforming teaching in every school (2nd ed.). Teachers College Press.
Hull, J. M. (2019). Spirituality and learning in Christian education. SCM Press.
Korthagen, F. A. J. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387–405.
Loughran, J. (2019). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Routledge.
Miller, J. P. (2021). Holistic education and spirituality in education: Breaking new ground. SUNY Press.
Noddings, N. (2018). Caring: A relational approach to ethics and moral education (2nd ed.). University of California Press.
Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th anniversary ed.). Jossey-Bass.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Shulman, L. S. (2019). Those who understand: Knowledge growth in teaching revisited. Journal of Education, 199(1), 1–11.
Seligman, M. E. P. (2019). Positive education: Positive psychology and classroom interventions. Oxford University Press.
Van Brummelen, H. (2017). Walking with God in the classroom: Christian approaches to teaching and learning. Purposeful Design Publications.
Wright, A. (2018). Christian education in the postmodern age. Routledge.