The perceived pedagogical competence of teacher candidates in blended learning programs in Finland

Abstract

The global challenge of an insufficiency of teaching staff in Early Childhood Education (ECE) prompts initiatives such as Finland’s 1000+ training project, addressing the shortage through collaboration among universities. This research concerns the initial perceptions of pedagogical understanding and competence among students embarking on a blended teacher training program aiming to integrate work and study outside university hubs. The research approach was quantitative, as we surveyed 235 adult students to shed light on the interplay between their work experience and their pedagogical competence. The data analysis involved forming sum variables and conducting one-way analyses of variance to discern statistically significant patterns in the students’ responses. The results indicate significant connections between various aspects of work experience and perceived competence. Notably, the relationship between teaching experience and perceived competence in setting goals for pedagogical activities was significant. Furthermore, we identified a significant relationship between work experience and perceived competence in evaluating pedagogical activities. Hence, the study brings valuable new insights into the field of ECE teacher education in informing program development and pedagogical practices such that the existing competencies of adult students are acknowledged and further enhanced to tackle the diverse challenges of education.