This article examines “new learning” skills from the perspective of Finnish in-service Religious Education (RE) teachers by exploring which skills teachers emphasize in their instruction. The data of this study consist of a quantitative online questionnaire (N = 83), and qualitative semi-structured interviews (N = 18) that were conducted to clarify the data. Skills were categorized and analysed by using the Assessment and Teaching of twenty-first century Skills ( ATC21S) framework. The study shows that, from the four categories in the framework, teachers emphasized skills in Ways of thinking, Tools for working, and Ways of working categories, quite equally highly, though this was less true of the skills in Ways of living in the world category. However, the diversity among individual skills was high. Comparing individual skills, understanding diversity, religious literacy, communication skills (excluding leadership) and critical thinking were the most important in RE and leadership; producing a result and productivity were less emphasized skills in teachers’ instructions. The results were explained by ongoing changes, such as religious pluralization, and digitalization in Finnish society, and the aim of RE as developing equal communication and developing, not finalizing, pupils’ thinking.

中文翻译：

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宗教教育老师对“新学习”有什么要求？芬兰RE教师的观念研究

本文从芬兰在职宗教教育（RE）教师的角度研究了“新学习”技能，探讨了教师在教学中强调哪些技能。该研究的数据包括定量在线问卷（N = 83）和定性的半结构化访谈（N = 18），以澄清数据。通过使用二十一世纪技能评估和教学（ATC21S）框架对技能进行分类和分析。研究表明，从框架的四个类别中，教师非常重视思维方式，工作工具和工作方式类别中的技能，尽管对世界生活方式的技能的认识并不那么正确类别。但是，个人技能之间的差异很大。比较个人技能，理解多样性，宗教素养，沟通技巧（不包括领导能力）和批判性思维是RE和领导力中最重要的；产生结果和提高生产率是教师教学中不太强调的技能。不断变化的结果解释了这一结果，例如宗教多元化和芬兰社会的数字化，以及RE的目标是发展平等的交流和发展而不是最终确定学生的思维。