„Mentor, hvernig skal eg þá ganga til hans … ?“: Starfsmenntun, starfsþjálfun og starfstengd leiðsögn prests- og djáknaefna

• Main Author: Guðmarsdóttir, Sigríður
• Format: Article in Journal/Newspaper
• Language: Icelandic
• Published: Studia Theologia Islandica 2021
• Subjects: Starfsmenntun; starfsþjálfun; starfstengd leiðsögn; leiðsagnarkenningar; mentor; starfshæfnimat; aðstæðubundið nám; ígrundunarlíkan; lærlingslíkan; vettvangsnám; Professional recognition; practice; theological formation; theories of mentoring; fitness review; situated learning; reflection model; apprentice model; internship/ field work; Norway; Iceland
• Online Access: https://ojs.hi.is/index.php/ritrodgudfraedistofnunar/article/view/3828

A clear theological vision for ministry is a key element in the formation of future pastors and deacons. This vision gives insight into the content, context and tradition of the vocation to which the student is attending. While every profession has its own special profile, be it teachers, nurses, doctors, or psychologists, it is important to bear in mind that the various studies with professional recognition also have many interdisciplinary aspects in common. Professional studies are connected to ethical values and codexes of each profession. These vocations are complex, for they entail various responsibilities and professional conduct towards people in vulnerable situations and age groups. Professional studies build on theor-ies and outcomes connected to studies, mentoring, the enhancement of competence in praxis, as well as the recognition of peers. Such education demands good mentoring, good frames of study, and a good collaboration among those responsible for the education. There is growing research in the interdisciplinary study of mentoring, which until now has not been discussed in detail in the context of the Lutheran church of Iceland. This article begins with a theoretical analysis of some of the main theories of mentoring as a pedagogical enterprise. The next two sections of the article explore the context of the theological formation of Icelandic pastors and deacons in comparison to the mentoring practices of the same professions in Norway, analyzed through the aforementioned theories. The article poses the following questions: How have the theories of mentoring evolved? How can mentoring theories help to foster agency, resilience, knowledge and professional identity for future pastors and deacons? Who mentors the mentor? My focus in this article is thus not on what should be taught in pastoral and diaconal mentoring, but rather on how pedagogical mentoring takes place. Embættisskilningur vígðrar þjónustu er grundvallarþáttur í starfsþjálfun prests- og djákna-efna og gefur innsýn í inntak, samhengi ...