A multidimensional adapted process model of teaching

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.

How does technology challenge teacher education?

“…This collection of papers disclosing different aspects of the application of technology in todays' teacher education clearly highlights that the development of digital competences should become an integral part of pre-service and in-service teacher education. In line with the holistic view on teacher competencies (Metsäpelto et al, 2022), this special issue suggests that digital competences appear as a strong component within cognitive and non-cognitive competences that contribute to high-quality teaching.…”

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

“…Quality teaching is fundamental to academic outcomes and education reform around the world because quality teaching and learning depend on the measurement and evaluation of teaching quality (Metsäpelto et al , 2021). Therefore, all institutions need to implement sound quality mechanisms and procedures based on a self-evaluation system to maintain the credibility of all stakeholders, especially the teachers, to become reflective practitioners and disseminate good practice in teaching and learning (Imansari and Sutadji, 2018).…”

Pre-service early childhood teachers’ perceptions of their playfulness

“…Finnish ECE teachers are educated in a Bachelor of Arts (Education) degree programme in Teacher Education Departments at universities. At the University of Turku, ECE teacher education is based on The Map of Teacher Competence: Multidimensional Adapted Process Model of Teaching (MAP) (Metsäpelto et al, 2022), where teachers' core competences include a knowledge base of teaching and learning, cognitive skills, social skills, personal orientations and professional well-being. The aim of the ECE teacher education programme is to imbue professionals with a high level of pedagogical expertise, as well as teachers' ethics that include valuing dignity, truthfulness, fairness, responsibility and freedom.…”