Using Trentham’s principle of inverse consistency to vet models of human development for use in Christian educator preparation programs
This article aims to utilize Trentham’s Inverse Consistency Protocol (ICP) to appraise human development models for use within Christian educator preparation programs. The authors propose that the ICP can be applied to any secular paradigms to discern potential areas of inconsistency with an institu...
| Autores principales: | ; |
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| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado: |
2025
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| En: |
International journal of Christianity & education
Año: 2025, Volumen: 29, Número: 1, Páginas: 18-36 |
| Otras palabras clave: | B
Christian schooling
B Zone of Proximal Development B Human Development B inverse consistency protocol B teacher preparation program B Hermeneutics |
| Acceso en línea: |
Volltext (lizenzpflichtig) |
| Sumario: | This article aims to utilize Trentham’s Inverse Consistency Protocol (ICP) to appraise human development models for use within Christian educator preparation programs. The authors propose that the ICP can be applied to any secular paradigms to discern potential areas of inconsistency with an institution’s faith tradition. To illustrate application of the ICP in this way, Vygotsky’s Zone of Proximal Development (ZPD) model was provided as an example of one model of human development that is widely taught in educator preparation programs. The ZPD model was submitted through the four-step inverse consistency protocol. Findings suggest that ICP is a reflective tool for engaging with the social sciences with integrity after protocol results indicated that ZPD is an appropriate model for use by Christian educators when used responsibly. Implications for extended use of ICP are discussed. |
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| ISSN: | 2056-998X |
| Obras secundarias: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/20569971241252376 |
