Abstract
This chapter outlines the challenge of defining theological education and enquires about the interrelationship that exists between adult theological education and professional practice. It considers the professional teacher as theological learner, and specifically when an engagement with theology emerges from the professional context. Drawing on Humphrey’s (Journal of Practice Teaching & Learning 8(3):7–27, 2008) research, reasons are suggested for why the concept of the ‘faith closet’ might hold resonance for theological and faith formation approaches to professional practice in church schools. This is contrasted with an approach to adult theological education that seeks a hermeneutical-dialogical-participatory encounter with Christian theology. The chapter concludes that it is this latter approach that holds relevance for speaking with those ‘on the ground’ and enabling professionals to connect and apply theological thinking to professional practice and personal identity.
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