Religious Education as a 21st Century Practice: A Quantitative Study of the Perceptions of In-Service and Pre-Service Teachers Concerning New Learning Skills

IF 0.4 0 RELIGION Religion & Education Pub Date : 2021-12-20 DOI:10.1080/15507394.2021.2009304
Kaisa Viinikka, Martin Ubani, Tuuli Lipiäinen
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Abstract

Abstract This study compares quantitatively the perceptions of Finnish pre-service and in-service religious education (RE) teachers concerning future skills needed in the context of RE. The data consists of questionnaires (N = 157) collected from RE student teachers (n = 74) and practicing RE teachers (n = 83). Three groups of respondents were formed: students, established teachers and teachers in the induction phase. The perceptions of twenty-first century skills of the three groups were analyzed using the SPSS program. On the basis of the results, the different groups all saw different interaction-related skills as key skills for an RE teacher. Consideration of social issues and diversity in the context of RE was also seen as important. Religious literacy and the use of technology were anticipated to be emphasized in the future. In addition, critical thinking was interpreted as relevant in the context of RE. By contrast, for example, productivity and leadership were perceived as less relevant parts of religious education.
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宗教教育作为21世纪的实践:在职和职前教师对新学习技能认知的定量研究
摘要本研究定量比较了芬兰职前和在职宗教教育(RE)教师对RE背景下未来所需技能的看法 = 157)从RE学生教师(n = 74)和实践RE教师(n = 83)。调查对象分为三组:学生、在职教师和处于入职阶段的教师。使用SPSS程序分析了三组人对21世纪技能的认知。根据研究结果,不同的小组都认为不同的互动相关技能是RE教师的关键技能。在可再生能源方面考虑社会问题和多样性也被认为是重要的。预计今后将强调宗教知识和技术的使用。此外,批判性思维被解释为与RE相关。相比之下,例如,生产力和领导力被认为是宗教教育中不太相关的部分。
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来源期刊
CiteScore
1.30
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0.00%
发文量
16
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