Professional Development of Student-Teachers in Theology Education through the Internship Curriculum with a Focus on Skills for Responding to Religious Doubts

Abstract

The objective of this research is to plan for the professional development of student-teachers in the field of Theology Education by familiarizing them with principles for addressing students’ religious doubts, aiming to enhance teachers’ abilities in respondingto the religious questions and concerns of the younger generation. The research methodis descriptive-analytical and was conducted across three main axes: Environmental Conditions: Emphasizing environmental safety, communication skills, and the use of reliable resources. Audience Characteristics: Recognizing and understanding the traits of the new generation and their related issues. Application of Reflective Thinking Content in the Internship Course: Employing critical, reflective, and creative thinking methods to enhance student-teachers’ capabilities. The findings indicate that professional development of student-teachers can be improved by focusing on these three axes. Utilizing diverse thinking techniques to address religious doubts enhances teachers’ competencies and prepares them to effectively confront religious challenges. Professional development must be approached practically and applicably, with the internship course serving as an opportunity for innovation in teaching methods and responses to religious doubts. Additionally, creative techniques such as the SCAMPER technique can significantly assist student-teachers in resolving religious issues and doubts, empowering them to fulfill their roles in religious education.

Keywords

• professional development
• internship
• religious doubts
• creative thinking
• scamper technique
• student-teachers
• theology education