A Decade of Encounter Biblical Studies

al, 2018). This paper draws on data from a national qualitative evaluation of the Encounter Bible teaching program in the Australian Adventist school system. The discussion refers to selected points of interest from that evaluation and addresses a limited number of key issues that could ultimately be of critical reflective importance for other Christian school systems. From reasoning to response: Systemic realisation of needThere came a point in time relatively early in this century when the Adventist school systems in Australia and New Zealand became convinced that a more current and engaging Bible curriculum was needed to meet the spiritual and learning needs of a changing group of learners. Further, teachers were thought to need more resources and up to date theoretical and practical support to meet these needs. The result was the launch of a major development by Adventist Schools Australia (hereafter abbreviated ASA) of the Adventist Encounter Bible curriculum. Established in 2008, the Australia and New Zealand Encounter Committee oversaw the conceptual development, writing, professional development and implementation of the Adventist Encounter Curriculum in both countries. Committee members wrote the first units, but the authorship soon shifted to teachers who had participated in writers’ workshops, placing the ownership with those responsible for implementing it. Some external Abstract Starting with a brief history of the development of the Encounter Bible curriculum and summary of the evaluative research methodology, this paper draws on teacher, student and administrator interview data in its account of teachers’ attempts to teach Encounter Bible. The writers refer to selected points of interest from their evaluation as they discuss teacher perceptions of the Encounter resource, assessment practice, the theory behind planning, the teaching and learning process, spirituality in schools and classrooms, and professional development. They also review student perceptions of teaching, and administrator involvement in supporting teachers. In surveying teacher achievements and challenges, the paper addresses a limited number of key issues that could ultimately be of critical reflective importance for Christian schools.