Abstract

Clergy women in the Seventh-Day Adventist Church speak for the first time of their theological training at a private Christian tertiary institution in Australia. A phenomenological design is used to capture and analyse Clergy women’s collective lived experience of theological education. The major themes of ambivalence in identity formation, the struggle to question dominant hegemony and existence in hostile environments depict the life world of Clergy women. The findings from this investigation, together with the Clergy women’s recommendations for improvements to theological training, guide the development of a contemporary model for theological education. This model is called the ‘TRI-Space Model in Theological Education’; it embodies both gender inclusive pedagogy and thirdspace thinking–a relatively new philosophy that is beginning to emerge within theology. This model offers new directional formation that opens up new and exciting possibilities in the field of theological education. This study is pivotal for educators and administrators who seek to respect gender differences through the development of a holistic approach to ministerial formation.