21st century skills, multiple literacies and development of RE teacher education<\/p>\n\n\n\n
Martin Ubani<\/strong><\/p>\n\n\n\n Kaisa Viinikka<\/strong><\/p>\n\n\n\n Arto Kallioniemi<\/strong><\/p>\n\n\n\n The purpose of this text is to present a three-year research project \u201c21st century skills, multiple literacies and development of RE teacher education\u201d (2018-2021).<\/p>\n\n\n\n It has been widely acknowledged that due to the increased multiculturalism, increased knowledge and changed demands for professionalism and expertise, the grown importance of ICT and social media in societies, the demands for teachers need new skill sets in their practice today and in future. In addition to these, the socio-demographical changes due to secularization and diversification of religions and beliefs among children and youth, the \u201creturn of religion\u201d to the public sphere (Habermas 2006), the changes in the confessional basis of religious education toward more inclusive and dialogical emphases and new learning theories (Ubani 2018) are altering and have altered already the competence requirements of an RE teacher.<\/p>\n\n\n\n Subsequently there has been an increase interest in questions regarding to teacher professionalization also in religious education (Sikes & Everington, 2003; Sikes & Everington,2004; Buchanan & Stern, 2012; Ubani 2016a; Ubani 2016b). Much of action has been policy driven with the aim of increasing the level or \u2018effectiveness\u2019 of education through standardising and laying norms for expected conduct in teaching. Generally, in education the term competence refers to a combination of knowledge, skills and attitudes that actualise in problem-solving tasks in a pedagogical practice (Baartman, Bastiaens, Kirscher & van der Vleuten, 2007). A broad conception of competence encompasses intellectual, cognitive and attitudinal aspects along with individual performance (Whitty & Willmott, 2001; Baartman et al ., 2007). When the scope is broadened further from classroom actions into professional tasks, competence could be viewed as a complex totality that comprises of many issues relevant for the good, efficient and successful management of the tasks and demands specific to the teachers\u2019 profession (Ubani 2018).<\/p>\n\n\n\n In order to evaluate the requirements for successful practice, the RE teachers\u2019 competence demands is evaluated in this project from the viewpoint of 21st century skills. 21st century skills comprise knowledge, skills and attitudes that have been identified as being required for success in 21st century society. In previous studies the 21st century skills have been listed to include a broad range of competences, such as critical thinking, collaboration, communication, information literacy, technology literacy, religion literacy, flexibility, leadership, initiative, productivity, accountability, social and dialogue skills, dialogue education, dialogue self-skills, learning to learn, citizenship, life and career and global responsibility and sustainable development. Global Sharing Pedagogy model (the GSP) also includes 21st century skills. There are four categories in the model. The first category, digital literacy, includesc reativity, critical and social media skills. The second category, collaboration, includes social skills and cultural literacy. The third category is networking and the fourth category is knowledge and skills creation. The latest category includes for example learning to learn skills and ethics and values. (Darling-Hammond, 2006; 300; Newton & Newton 2014, 584 \u2013 585; Niemi, Harju, Vivitsou, Viitanen, Multisilta & Kuokkanen 2014, 658\u2013660; Niemi & Multisilta 2016, 454 \u2013 455;Niemi, Niu, Vivitsou & Li 2018, 336 \u2013 338; Wang, Lavonen & Tirri 2018, 2085.)<\/p>\n\n\n\n Furthermore, arguably, the Finnish core curriculum for basic education (2014) has implemented the ideas of 21st century skills in its conceptions of multiple literacies and wide-ranging expertise. Wide-ranging expertise means that a school needs to offer teaching, which notices different knowledge, skills, attitudes and values. It\u2019s important that pupils can use for example knowledge and skills, how the situation demands. Multiple literacies mean that there are everywhere different kinds of texts (can be for example text, sound, motion, picture or numeric information) in the world. Pupils should learn skills to interpret diverse information and how it\u2019s associated with culture. People should be open-minded and the same time critical. Religious literacy means that the teacher understands that the role of religion in a culture is relevant and it\u2019s important to know basic things about religions. The respect of different worldviews is a starting point, which in an ideal situation ends to the dialog. (National Core Curriculum for Basic Education 2014, 20 \u2013 24, 134, 246 & 404.)<\/p>\n\n\n\n In this project we use the literature on teacher\u2019s pedagogical thinking as the framework where that combines experiences and perceptions of competence, professional ethos and teacher education and the subsequent changes in the respective perceptions. Teacher\u2019s pedagogical thinking is here viewed as the main thread in teacher development that connects the different experiences with the teacher\u2019s professional development. According to Zeichner and Linston (1996) a teacher is a reflective practitioner who \u2018 examines, frames, and attempts to solve the dilemmas of classroom practice; is aware of and questions the assumptions and values he or she brings to teaching; is attentive to the institutional and cultural contexts in which he or she teaches; takes part in curriculum development and is involved in school change efforts; and takes responsibility for his or her own professional development.\u2019 (Zeichner & Liston, 1996; Beauchamp & Thomas, 2009; Ubani 2018.)<\/p>\n\n\n\n This project looks at the whole academic breadth in the teacher education of an RE teacher as it includes along with the pedagogical studies (educational sciences) and teaching practice (of the pedagogical studies) along with the major subject studies. In concrete, the project will gather data from practicing RE teachers (N=1000) and principals (N=40) and do a three-year follow-up study of RE student teachers at the University of Eastern Finland and University of Helsinki (N=70). The data will include both quantitative questionnaire and qualitative data. The research questions are: (1.) What do the in-service teachers perceive as the competence requirements for successful RE practice today and in future (in light of the 21st century skills framework), (2.) What is the contribution of the pedagogical studies, teaching practice and major subject studies in the developments of 21st century skills and perceptions about them among the RE student teachers and (3.) How would the in-service teachers and principals and pre-service teachers develop teacher education curricula (including major studies) to meet with the 21st century requirements.<\/p>\n\n\n\n The inclusion of the contribution major subject studies and their development is important in our views as traditionally the curriculum development in Theology, similarly to most other subjects, has not paid attention to the requirements of the teachers. For instance in Finland the conception of expertise in Theology and in teacher education is fundamentally different: while the former is based on a cognitive conception of expertise, the latter emphasizes constructivist approach and teachers pedagogical thinking (Niemi & Jakku-Sihvonen 2006; Toom & Husu 2016). Furthermore, the curricula in Theology have usually focused more on the skills of a the Theologian and if paid much attention to the professions, the focus has been of the profession of a minister rather than of the teacher. On the other hand so far much of the development of teacher education has focused to alter pedagogical studies there. However, four fifths of the studies of the subject teacher is completed outside of the pedagogical studies: it can be argued that the impact of the Major subjects thought of expertise, for instance, hinders the professional development of the teacher as it is based on a differing conception of knowledge and expertise. As an outcome, the project will produce a) insight on the perceptions of the teachers in the field on the requirements for successful practice, b) knowledge on the reflection of the student\u2019s in different studies and phases of their program, and course models and recommendations for developing RE teacher education.<\/p>\n\n\n\n The project has in all stages collaboration with teacher training schools, continuing education, subject faculties, student organizations, representatives from regional state administrative agency and private sector and in-service teachers and principals. In concrete the project includes a working group consisting of representatives of the afore-mentioned groups that elaborates the outcomes of empirical research, curriculum analysis and their implications to teacher education. In addition, the project includes an international evaluation group consisting of established scholars in RE teacher education.<\/p>\n\n\n\n They are: The project is funded by Ministry of Education and Culture (2018-2021) and led by Professor Martin Ubani at the University of Eastern Finland. Professor Arto Kallioniemi, University of Helsinki, partners in the project. The project includes 2 researchers and one project assistant.<\/p>\n\n\n\n The timeline of the project is: Indexterms: References:<\/p>\n\n\n\n Baartman, L., Bastiaens, T. J., Kirscher, P. & van der Vleuten, C. (2007). Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review, 2(2), 114 \u2013 129.<\/p>\n\n\n\n Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in<\/p>\n\n\n\n the literature and implications for teacher education. Cambridge Journal of Education, 39 (2), 175\u2013189.<\/p>\n\n\n\n Buchanan, M.T. & Stern, J. (2012). Pre-service teachers\u2019 perceptions of the benefits of peer review.<\/p>\n\n\n\n Journal of Education for Teaching, 38 (1), 37 \u2013 49.<\/p>\n\n\n\n Darling-Hammond, L. 2006. Constructing 21st century teacher education.<\/p>\n\n\n\n Journal of Teacher Education, 57:3, 300 \u2013 314.<\/p>\n\n\n\n Habermas, J. (2006). Religion in the public sphere. European Journal of Philosophy, 14<\/p>\n\n\n\n (1), 1 \u2013 25.<\/p>\n\n\n\n National core curriculum for basic education 2014. Helsinki: Board of Education.<\/p>\n\n\n\n Newton, Lynn D. & Newton, Douglas P. 2014. Creativity in 21st-century education.<\/p>\n\n\n\n Prospects, 44: 575 \u2013 589.<\/p>\n\n\n\n Niemi, H., & Jakku-Sihvonen, R. (2006). Research-Based Teacher Education. In R. Jakku-Sihvonen & H. Niemi (Eds.),Research-Based Teacher Education in Finland. Reflections by Finnish Teacher Educators. Research in Educational Sciences 25 (pp. 31 \u2013 50). FinnishEducational Research Association: Helsinki.<\/p>\n\n\n\n Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J. & Kuokkanen, A. (2014).<\/p>\n\n\n\n Digital Storytelling for 21st-Century Skills in Virtual Learning Environments.<\/p>\n\n\n\n Creative Education, 5, 657 \u2013 671.<\/p>\n\n\n\n Niemi, H. & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and<\/p>\n\n\n\n student engagement. Technology, Pedagogy and Education, 25:4, 451 \u2013 468.<\/p>\n\n\n\n Niemi, H., Niu, S., Vivitsou, M. & Li, B. (2018). Digital Storytelling for Twenty-First-Century<\/p>\n\n\n\n Competencies with Math Literacy and Student Engagement in China and Finland. Contemporary Educational Technology, 9:4, 331 \u2013 353.<\/p>\n\n\n\n Sch\u00f6n, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.<\/p>\n\n\n\n Toom, A., & Husu. J. (2016). Finnish Teachers as \u2018Makers of the Many\u2019.In H. Niemi, A. Toom,<\/p>\n\n\n\n & A. Kallioniemi, Miracle of Education (pp. 41 \u2013 55). Rotterdam: SensePublishers.<\/p>\n\n\n\n Ubani, M. (2019). Religion, multiculturalism and Finnish schools. In. M. Ubani, I. Rissanen &<\/p>\n\n\n\n S. Poulter (Eds.), Contextualising dialogue, secularisation and pluralism: Case analyses in<\/p>\n\n\n\n Finnish public education. Waxmann: M\u00fcnster. Manuscript.<\/p>\n\n\n\n Ubani, M. (2016a). RE student teachers\u2019 professional development in initial teacher education:<\/p>\n\n\n\n results, reflections and implications. British Journal for Religious Education, 38 (2), 189 \u2013 199.<\/p>\n\n\n\n Ubani, M. (2016b). Die professionelle Entwicklung von Lehramtsstudierenden mit Unterrichtsfach Religion: Befunde, Interpretationen und Implikationen. Zeitschrift f\u00fcr P\u00e4dagogik und Theologie, 68 (2), 224 \u2013 237.<\/p>\n\n\n\n Wang, Y., Lavonen, J., Tirri, K. 2018. Aims for Learning 21st Century Competencies in National Primary Science Curricula in China and Finland, EURASIA Journal of Mathematics, Science and<\/p>\n\n\n\n Technology Education, 2018, 14:6, 2081 \u2013 2095.<\/p>\n\n\n\n What kind of educational reflections do RE student teachers have during their pedagogical<\/p>\n\n\n\n studies? A dialogical perspective on a case study. In M. Ubani, M. (Ed.), New international studies on religion and dialogue in education (pp. 173 \u2013 188). Waxmann: M\u00fcnster.<\/p>\n\n\n\n Sikes, P. & Everington, J. (2003). \u2018I\u2019m a woman before I\u2019m an RE teacher\u2019: managing religious identity in secondary schools. Gender and Education, 15 (4), 393 \u2013 403.<\/p>\n\n\n\n Sikes, P. & Everington, J. (2004). \u2019RE Teachers Do Get Drunk You Know\u2019: Becoming an RE Teacher in the twenty-first century. Teachers and Teaching: Theory and Practice 10 (1), 21 \u2013 33.<\/p>\n","protected":false},"excerpt":{"rendered":" 21st century skills, multiple literacies and development of RE teacher education Martin Ubani Kaisa Viinikka Arto Kallioniemi The purpose of this text is to present a three-year research project \u201c21st century skills, multiple literacies and development of RE teacher education\u201d (2018-2021). It has been widely acknowledged that due to the increased multiculturalism, increased knowledge and […]<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-3","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\n
Professor Robert Jackson, U. of Warwick, Great Britain
Assistant professor Jenny Berglund, U. of S\u00f6dert\u00f6rn, Sweden
Professor Henrik Simojoki, U. of Bamberg, Germany
Professor Arniika Kuusisto, U. of Stockholm, Sweden<\/p>\n\n\n\n
Autumn 2018: Data gathering on the students begins, working group begins
Spring 2019: Data gathering on in-service teachers and principals, first results
Autumn 2019: Reporting results continues
Spring 2020: Seminar for teacher education professionals
Autumn 2020: Results of the project
Spring 2021: Final results, reports and recommendations<\/p>\n\n\n\n
21st century skills, subject teacher training, dialogue skills, religion education, multiple literacies, teacher education, religion literacy, viewing teaching<\/p>\n\n\n\n