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In this volume, we take a holistic approach to education, viewing human beings as lifelong learners who need interaction in all educational domains—cognitive, affective, psychomotor—to actualize their full potential. The chapters are based on presentations given at the 2012 conference of the Finnish Educational Research Association (FERA), whose theme was Interaction in Educational Research.
Prof. David Clarke, from the University of Melbourne in Australia and the conference’s keynote speaker, opens our symposium with a discussion of international comparative research in educational interaction by constructing and concealing differences. The chapters that follow, arranged in three parts, deal with interaction in cognitive, affective, and psychomotor domains.
In Part I, theoretical and philosophical approaches to interaction are examined through ontological, epistemological, and semiotic perspectives.
Part II presents a series of empirical studies on educational interaction. Together, these show regional differences in cognitive and psychomotor learning outcomes, the importance of academic emotions in learning, cultural aspects in understanding the visual arts, and interactive learning for gifted science students.
Part III introduces three programs that promote educational interaction: one enhances teacher education with interdisciplinary integration; another explores the benefits of Finnish-Russian cooperation; and a third uses musical concerts as an interactive tool for special education.
All of the chapters contribute to the current research and discussion on learning and interaction. In this field inquiries need to be carried out in different learning domains and in various cultural contexts. In particular, cross-cultural comparisons are useful in validating the findings of empirical studies and testing the culture-dependent and culture-invariant dimensions of educational interaction.
Chapter 5 Teachers’ Moral Competence in Pedagogical Encounters
Open Access
In: Education for Democratic Intercultural Citizenship
In: Interaction in Educational Domains
In: Interaction in Educational Domains
In: Interaction in Educational Domains
In: Interaction in Educational Domains
Theoretical Frameworks and Empirical Research from Finland
Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools.

In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
In: Teachers’ Professional Ethics
In: Teachers’ Professional Ethics
In: Teachers’ Professional Ethics