This study examined the relationship between mentored ministerial field education's four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 ("I cannot do at all") to 10 ("Highly certain I can do"), participants' self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in "using and interpreting Scripture;" and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating students' self-assessments into learner analysis and field education program evaluation. / Ph. D.

The purpose of this thesis is to examine both the philosophy and realization of lIinisterial education of the brotherhood of Christian Churches (Disciples of Christ) during a period extending from 1900 to 1915.

Denna studie undersöker pastorsutbildning och formation genom att intervjua fem nyblivna pastorer inom Equmeniakyrkan om deras upplevelse av vad pastorsutbildningen på THS bidragit till för att formas och förberedas som pastorer. Studien som är kvalitativ och abduktiv relaterar teoretiskt till Benjamin Blooms kognitiva, affektiva och psykomotoriska lärandedomäner som översätts till pastoral kontext för jämförelse av vad utbildningen bidragit till, samt till David Kelseys Aten-Berlin-begrepp för att jämföra pastorernas utbildningsideal med pastorsutbildningens utbildningsform. Resultatet visar bland annat att de faktorer som varit viktigast för att forma och förbereda den undersökta gruppen av nyblivna pastorer är: Praktik och övning, Lärare och annan personal, Medstuderande, Undervisning, Retreater, andakter, enskilda samtal, gemensamma resor, Församlingsliv och pastorer. Sammanfattat som Praktik, Relationer, Undervisning och Praktiker (PRUP). Resultatet visar också att det är avgörande på vilket sätt dessa bedrivs. De sätt som för pastorerna har varit formerande beskrivs i uppsatsen. Analysen visar att pastorernas utbildningsideal tillämpat på svenska eftergymnasiala utbildningsformer kan förstås som en blandning av idealen i högskola och folkhögskola, med en betoning på folkhögskola – och att detta krockar med Equmeniakyrkans pastorsutbildning vars utbildningsform är en kombination av högskola och kyrka med en tydlig betoning på högskola. Utifrån dessa fynd presenterar studien fyra möjligheter för Equmeniakyrkan och EHS att minska denna spänning. Uppsatsen diskuterar även likheter och skillnader med tidigare studier, bland annat i fråga om vad som formar och förbereder för tjänst, möjligheten med tredelade lärandemål och frågan om utbildningsform. / This study investigates formation during ministerial education and training by interviewing five newly ordained pastors within the Uniting Church in Sweden about their experience of what the Pastor’s program at Stockholm School of Theology have contributed to for being shaped and prepared as pastor. The study, which is qualitative and abductive, relates theoretically to Benjamin Bloom's cognitive, affective, and psychomotor learning domains that are translated into pastoral contexts for studying what the education has contributed to, as well as to David Kelsey's Athens-Berlin concept to compare the educational ideals of pastors, with the program’s institutional form of education. The results show that the factors that were achieved as most important in shaping and preparing the new pastors are: Internship and practice, Teachers and staff, Fellow students, Teaching, Retreats, devotions, individual conversations & joint trips, and Congregational life and pastors. These are summarized as Practice, Relations, Teaching and Practices (PRTP). The result also shows that it is crucial in which way these are conducted. The ways that have been positively formative for the pastors are described in the essay. The analysis shows that the pastors' ideals of education drawn from Kelsey, applied to Swedish post-secondary forms of education can be understood as a mixture of the ideals of university and folk high school, with an emphasis on folk high school - and that this conflicts with the church’s pastor's program whose form of education is a combination of university and church with a clear emphasis on university. Based on these findings, the study presents four opportunities for the Uniting Church in Sweden and the Stockholm School of Theology to reduce this tension. The essay also discusses similarities and differences with previous studies among other things in terms of what shapes and prepares for service, the possibility of three-part learning objectives, and the question of educational form.