A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Striving for a holistic view: student teachers’ views on teacher competencies
Tekijät: Heikkilä, Mirva; Mankki, Ville; Varis, Sotiria; Iiskala, Tuike; Metsäpelto, Riitta-Leena; Mikkilä-Erdmann, Mirjamaija
Kustantaja: Taylor & Francis
Julkaisuvuosi: 2025
Lehti: Cogent Education
Artikkelin numero: 2592373
Vuosikerta: 12
Numero: 1
eISSN: 2331-186X
DOI: https://doi.org/10.1080/2331186X.2025.2592373
Julkaisun avoimuus kirjaamishetkellä: Avoimesti saatavilla
Julkaisukanavan avoimuus : Kokonaan avoin julkaisukanava
Verkko-osoite: https://doi.org/10.1080/2331186x.2025.2592373
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/506058530
Rinnakkaistallenteen lisenssi: CC BY
Rinnakkaistallennetun julkaisun versio: Kustantajan versio
This article examines how Finnish student teachers describe teacher competencies. Investigating teacher competencies as a comprehensive whole and using an established framework have been rare in teacher education research, despite being crucial for fluent transitions from teacher education to working life. The participants (N = 73) were studying in the primary and special teacher education programmes of a Finnish university, and had just completed their first teaching practicum (Spring 2023). Textual data were collected through written reflections on the topic, which students completed as part of their coursework. This data were analysed using a theory-driven qualitative content analysis informed by the multidimensional adapted process model of teaching (MAP). The findings indicated that student teachers describe teaching as a multifaceted profession, emphasising pedagogical knowledge, relational skills, and emotional competency. Reflections on content knowledge were strikingly few. Competencies that were scarcely mentioned included practical knowledge, contextual knowledge, digital skills, and diversity and intercultural competencies. This study contributes valuable insights on the intersection of teacher education and working life to be used in teaching, curriculum development, and programme design. Additionally, the study discusses the use of competency models in empirical research.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
Julkaisussa olevat rahoitustiedot:
This work was supported by the Research Council of Finland under Grants [342191 and 358924]; and Strategic Research Council under Grant [358271].
