为什么我喜欢成为信仰的榜样却又害怕

Q3 Arts and Humanities Journal of Youth and Theology Pub Date : 2023-04-20 DOI:10.1163/24055093-bja10043

Monika Baumann, J. Dreyer

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引用次数: 0

摘要

本文介绍了德国福音派和自由教会全职青年领袖作为信仰榜样的经历。这项研究基于一项定性实证研究，其中12名青年领袖接受了半结构化访谈。根据Mayring（2015）和Kuckartz（2018）以及类型构建（Kelle&Kluge，1999），通过基于类别的定性内容分析进行评估。受访者作为榜样的经验质量已经确定。因此，可以加强对专业群体的不同看法，并支持全面的教育和培训方案。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Why I like to be a Role Model of Faith and Yet am Afraid of It

This article dealt with the experience of full-time youth leaders in Evangelical and Free churches in Germany of their role as role models of faith. The research was based on a qualitative, empirical study in which 12 youth leaders were interviewed, using semi-structured interviews. The evaluation was carried out by doing a category-based qualitative content analysis according to Mayring (2015) and Kuckartz (2018), and the type construction (Kelle & Kluge 1999). The quality of experience of the interviewees in their role as role models was determined. Thus, a differentiated perception of the professional group can be strengthened, and holistic education and training programmes supported.

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来源期刊

Journal of Youth and Theology Arts and Humanities-Religious Studies

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Youth and Theology is an international peer-reviewed academic journal developed and originally published by the IASYM, the International Association for the Study of Youth Ministry, now published by Brill. The journal aims at furthering the academic study and research of youth and youth ministry, and the formal teaching and training of youth ministry. The academic efforts are rooted in the Christian theological tradition and ecumenical. The scope of the journal is to serve scholarship in the broad field of children, youth, faith, church, theology and culture. Research articles in the journal mainly have theology (both practical, systematic and biblical theology) as a core discipline. At the same time, contributions are often interdisciplinary, which implies theological reflection combined with e.g. pedagogical, sociological or psychological perspectives.