A2 Review article, Literature review, Systematic review
Teachers’ Pedagogical Competence in Finnish Early Childhood Education : A Narrative Literature Review (2023)

Ranta, S., Kangas, J., Harju-Luukkainen, H., Ukkonen-Mikkola, T., Neitola, M., Kinos, J., Sajaniemi, N., & Kuusisto, A. (2023). Teachers’ Pedagogical Competence in Finnish Early Childhood Education : A Narrative Literature Review. Education Sciences, 13(8), Article 791. https://doi.org/10.3390/educsci13080791

JYU authors or editors

Publication details

All authors or editors: Ranta, Samuli; Kangas, Jonna; Harju-Luukkainen, Heidi; Ukkonen-Mikkola, Tuulikki; Neitola, Marita; Kinos, Jarmo; Sajaniemi, Nina; Kuusisto, Arniika

Journal or series: Education Sciences

eISSN: 2227-7102

Publication year: 2023

Publication date: 03/08/2023

Volume: 13

Issue number: 8

Article number: 791

Publisher: MDPI AG

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.3390/educsci13080791

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/88593

Abstract

Finnish early childhood education (ECE) is defined in education policies and research as an activity with an emphasis on pedagogy as a holistic and Nordic model of education. Pedagogical competence can be viewed as a special expertise of teachers responsible for the implementation of pedagogy in ECE. However, it is unclear how a teacher’s pedagogical competence is defined, understood, and implemented in pedagogical practices and policies. Previous studies define pedagogical competence from different, often narrow, perspectives and various skills have been defined to be a part of teachers’ pedagogical expertise. In this study, we aim to take a closer look at how teachers’ pedagogical competence is defined in research literature in Finland. As our method, we use a narrative literature review of research papers published between 2010 and 2020. We were able to identify fourteen different definitions of pedagogical competencies that could be categorized into three main categories: (a) meta-competencies, (b) professional competencies, and (c) practical competencies. In summary, we argue that pedagogical competence is often narrowly understood. To implement high-quality ECE, teachers’ pedagogical competence should be considered broadly and wholly. Particularly, the shared values and reflection of ethical questions are essential for supporting children’s development and learning through holistic education.

Keywords: early childhood education and care; pedagogy; teachers; competence

Free keywords: early childhood education; pedagogical competence; pedagogy; teacher; narrative review; meta-competencies; professional competencies; practical competencies

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

JUFO rating: 1