University of Oulu

Metsäpelto, RL., Poikkeus, AM., Heikkilä, M. et al. A multidimensional adapted process model of teaching. Educ Asse Eval Acc (2021). https://doi.org/10.1007/s11092-021-09373-9

A multidimensional adapted process model of teaching

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Author: Metsäpelto, Riitta-Leena1; Poikkeus, Anna-Maija1; Heikkilä, Mirva2;
Organizations: 1Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
2Department of Teacher Education, University of Turku, Turku, Finland
3Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
4University of Eastern-Finland, Joensuu, Finland
5Faculty of Education, University of Turku, Turku, Finland
6University of Oulu, Oulu, Finland
7University of Lapland, Rovaniemi, Finland
8Faculty of Education and Culture, Tampere University, Tampere, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe202201145344
Language: English
Published: Springer Nature, 2021
Publish Date: 2022-01-14
Description:

Abstract

In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed.

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Series: Educational assessment, evaluation and accountability
ISSN: 1874-8597
ISSN-E: 1874-8600
ISSN-L: 1874-8597
Issue: Epub ahead of print
Pages: 1 - 30
DOI: 10.1007/s11092-021-09373-9
OADOI: https://oadoi.org/10.1007/s11092-021-09373-9
Type of Publication: A2 Review article in a scientific journal
Field of Science: 516 Educational sciences
Subjects:
Funding: Open access funding provided by University of Jyväskylä (JYU). This work was supported by Academy of Finland (nr. 292466) and by a grant awarded by the Finnish Ministry of Education and Culture to implement the national government initiated Teacher Education Development Programme. The project "Student Selection to Teacher Education in Finland – Anticipatory Work for Future" was coordinated by the University of Turku and involves all universities providing teacher education unit in Finland.
Copyright information: © The Author(s) 2021. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
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