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.
The power of stories, that is, bibliotherapy and literary arts, lies in the field of literature and in the knowledge of new ways to gain wellbeing and joy through literary practices, specially, in education. In this short paper I discuss about the benefits of developmental bibliotherapy, which means active interaction with a child through a story and its fictional characters. A well-chosen and an appropriate book may be a solution for many daily concerns [1,2].
This article examines themes of horror and aggression in five stories written in two children's creative writing courses in Finland. A case study method was used. The data for studying children's creative writing were collected at the Päätalo Institute and a hospital school at Oulu in spring 2000. Children's stories provide material externalized from the subconscious, and can be interpreted from a depth-psychological point of view. Sigmund Freud's understanding of dreams as manifestations of subconscious fears and hopes acquires a new form in the horror stories children write. The child works his or her activated energy charge through manipulating the dream-like and violent elements in stories in a controlled manner: by writing. On the basis of my study, literature, creative writing and bibliotherapy offer a child or a young person a means for working out, at both conscious and subconscious levels, matters relating to the present stage of his or her development and current life condition.
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