ABSTRACT
Preparing effective teachers for Catholic schools is a high priority in Catholic education circles. The issue is surrounded by goodwill, support from official Church documents, and hopes for solution. However, in reality the goal is fraught with problems of logistics, perceptions of scarce resources, lack of palpable progress, and needs reframing. This chapter raises questions and attempts to suggest a different view of the perceived problems; it is written in the hope of staffing every school with teachers competent in the subject matter and willing to learn more; well versed in pedagogy; and “prepared to be role models and effective sources of religious formation for our children” (Baum 1989: 709).
