A2 Review article, Literature review, Systematic review
A multidimensional adapted process model of teaching (2022)

Metsäpelto, R.-L., Poikkeus, A.-M., Heikkilä, M., Husu, J., Laine, A., Lappalainen, K., Lähteenmäki, M., Mikkilä-Erdmann, M., Warinowski, A., Iiskala, T., Hangelin, S., Harmoinen, S., Holmström, A., Kyrö-Ämmälä, O., Lehesvuori, S., Mankki, V., & Suvilehto, P. (2022). A multidimensional adapted process model of teaching. Educational Assessment, Evaluation and Accountability, 34(2), 143-172. https://doi.org/10.1007/s11092-021-09373-9

JYU authors or editors

Publication details

All authors or editors: Metsäpelto, Riitta-Leena; Poikkeus, Anna-Maija; Heikkilä, Mirva; Husu, Jukka; Laine, Anu; Lappalainen, Kristiina; Lähteenmäki, Marko; Mikkilä-Erdmann, Mirjamaija; Warinowski, Anu; Iiskala, Tuike; et al.

Journal or series: Educational Assessment, Evaluation and Accountability

ISSN: 1874-8597

eISSN: 1874-8600

Publication year: 2022

Publication date: 22/10/2021

Volume: 34

Issue number: 2

Pages range: 143-172

Publisher: Springer Science and Business Media LLC

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1007/s11092-021-09373-9

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78427

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.

Keywords: teacher training; competence needs; professional development; know-how; competence; student admissions

Free keywords: teacher competences; teacher competencies; situation-specific skills; initial teacher education; student selection; professional development

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Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1