Research on teacher formation emphasises the need for teachers in Catholic schools to be involved in ongoing, purposeful, professional and spiritual formation (Franchi and Rymarz 2017). Contextually, Catholic Education Western Australia (CEWA) requires teachers of Religious Education (RE) in Catholic schools to participate in ongoing professional development, including opportunities for spiritual and faith formation. This paper presents initial findings from a project that engaged twelve Catholic early childhood RE teachers from one Western Australian school in a series of formative sessions. The project was named The T.I.T.U.S. (Testament In Teachers Using Scripture) Project and comprised four sessions that offered teachers opportunities for spiritual and faith formation through the use of Scripture. A qualitative approach to the research design was employed and data gathered included survey, journaling and semi-structured interviews. Data were analysed through a process of thematic coding. The initial findings provide insight into early childhood RE teachers’ perspectives of their own spiritual and faith formation.

中文翻译：

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幼儿教师的精神和信仰形成经验：TITUS项目的初步发现

关于教师形成的研究强调，天主教学校的教师需要参与持续，有目的，专业和精神的形成（Franchi and Rymarz 2017）。在上下文中，西澳大利亚天主教教育（CEWA）要求天主教学校的宗教教育（RE）的老师参与正在进行的职业发展，包括建立精神和信仰的机会。本文介绍了一个项目的初步发现，该项目邀请了来自一所西澳大利亚学校的12名天主教早期儿童可再生能源老师参加了一系列形成性会议。该项目被命名为“ TITUS（教师使用圣经中的遗嘱）项目”，该项目包括四个部分，通过使用圣经为教师提供了建立精神和信仰的机会。研究设计采用定性方法，收集的数据包括调查，日记和半结构化访谈。通过主题编码过程分析数据。最初的发现为幼儿RE教师对他们自己的精神和信仰形成的观点提供了见解。