Training Future Leaders in Our Classrooms

Abstract

Mission literature has addressed the issues of contextualization in planting churches, but has largely overlooked the impact of expatriate teaching in both formal and nonformal contexts. Missionaries teaching cross-culturally encounter classroom differences that they are ill prepared to cope with because they often teach as they were taught. This paper proposes a model of teaching-role variations that can help teachers understand the cultural issues they may face, and it suggests possible new strategies to improve the quality of the training we provide for national leaders.