A2 Katsausartikkeli tieteellisessä aikausilehdessä
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-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Ranta, Samuli; Kangas, Jonna; Harju-Luukkainen, Heidi; Ukkonen-Mikkola, Tuulikki; Neitola, Marita; Kinos, Jarmo; Sajaniemi, Nina; Kuusisto, Arniika
Lehti tai sarja: Education Sciences
eISSN: 2227-7102
Julkaisuvuosi: 2023
Ilmestymispäivä: 03.08.2023
Volyymi: 13
Lehden numero: 8
Artikkelinumero: 791
Kustantaja: MDPI AG
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.3390/educsci13080791
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/88593
Tiivistelmä
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.
YSO-asiasanat: varhaiskasvatus; pedagogiikka; opettajat; kompetenssi
Vapaat asiasanat: early childhood education; pedagogical competence; pedagogy; teacher; narrative review; meta-competencies; professional competencies; practical competencies
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2023
JUFO-taso: 1
