Description
Book SynopsisTeachers in schools nowadays are challenged to create inclusive learning environments and safe spaces for encountering diversity in values, cultures and religions, as well as in (dis)ability and talent. Classrooms are micro-cosmoses in which local and global issues are confronted and addressed. This volume discusses the characteristics of good teachers and the teaching that is needed in today’s and tomorrow’s schools. The focus is on research-based perspectives, with contributions from several internationally renowned scholars on what constitutes good and quality in teaching-studying-learning processes. The chapters focus on good teaching and good teachers from perspectives concerning the fundamental and transversal features of what constitutes a good teacher. More specifically, it is argued that good teachers in tomorrow’s schools will need capabilities that reflect the purpose of education, values in education, and talent in education. As an outcome, the book provides insights into how, in attending not only to the cognitive but also to the affective, behavioral, moral and spiritual domains, teachers are able to support holistic growth and learning among their students in schools of the 21st century. This volume discusses good teaching for schools in the future from the perspectives of school pedagogy, educational psychology, and neuropsychology.
Table of ContentsList of Figures and Tables Notes on Contributors Introduction Elina Kuusisto, Auli Toom, Martin Ubani and Petri Nokelainen PART 1: Ethical and Purposeful Teachers and Teaching 1 Equity and Quality as Aims of Education: Teachers’ Role in Educational Ecosystems Hannele Niemi 2 The New Professionalism? How Good Teachers Continue to Teach to Their Best and Well in Challenging Reform Contexts Christopher Day 3 Teachers’ Moral Authenticity: Searching for Balance between Role and Person Jukka Husu and Auli Toom 4 Design and Implementation of the National Aims for Finnish Teacher Education during 2016–2019 Jari Lavonen 5 Promoting Purpose Development in Schools and Beyond: A Complex, Dynamic, Bioecological Developmental Systems Perspective Matthew Joseph 6 What Is above Everything? Conceptions of the Sacred among Finnish Youth Mette Ranta, Henrietta Grönlund and Anne Birgitta Pessi 7 Children’s and Youths’ Perspectives on Value Diversity in Education: Implications for Teacher Education and Educator Professionalism Arniika Kuusisto and Arto Kallioniemi 8 The Learning Ambience of Values Pedagogy Terence Lovat 9 Religious Literacy as a 21st Century Skill for All Teachers Martin Ubani PART 2: Supporting Talent Development with a Growth Mindset 10 Education of the Gifted and Talented in Finland Elina Kuusisto, Sonja Laine and Inkeri Rissanen 11 Recognition, Expectation, and Differentiation for Mathematical Talent Development of Young Gifted English Learners Jenny Yang, Sonmi Jo, James Campbell and Seokhee Cho 12 Reaching for Medals and Vocational Excellence? WorldSkills Competition Success in Relation to Goal Orientations and Metacognitive and Resource Management Strategies Petri Nokelainen and Heta Rintala 13 Measuring Apprentices’ Intrapreneurship Competence in Vocational Education and Training (VET): An Interdisciplinary Model-Based Assessment Susanne Weber, Clemens Draxler, Frank Achtenhagen, Sandra Bley, Michaela Wiethe-Körprich, Christine Kreuzer and Can Gürer 14 Creative Talent as Emergent Event: A Neurodiversity Perspective Ananí M. Vasquez, Mirka Koro and Ronald A. Beghetto 15 A Socio-Cultural Approach to Growth-Mindset Pedagogy: Maker-Pedagogy as a Tool for Developing a Next-Generation Growth Mindset Jenni Laurell, Aino Seitamaa, Kati Sormunen, Pirita Seitamaa Hakkarainen, Tiina Korhonen and Kai Hakkarainen 16 Experimental Evidence on Connections between Speech and Music: Possible Applications on Learning Minna Huotilainen and Teija Kujala Epilogue: Growth Mindset and Purpose in Critical-Democratic Citizenship Education Wiel Veugelers Index
