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In: Educating Moral Sensibilities in Urban Schools
In: Educating Moral Sensibilities in Urban Schools
Author:

This chapter explores the core of school pedagogy both theoretically and empirically. The main concepts in research into teaching are introduced with some discussion on their traditional background. The differences in the terminology used in German and Anglo-American literature is acknowledged and their influence on Finnish research on teaching is discussed. Educational purposefulness is identified as an important motivational factor behind the teaching-studying-learning process. Empirical data from Finnish teachers and student teachers are presented as examples of their views on the educational purposefulness of their teaching. In the secondary school context teachers need skills to teach their subject matter in ways that would open up its educational meaning. Finnish teachers’ views on the educational purposefulness of their teaching are divided into two categories: general purposes in teaching and subject matter specific purposes in teaching.

In: Miracle of Education
In: Giftedness and Talent in the 21st Century
In: Educating Moral Sensibilities in Urban Schools
In: Educating Moral Sensibilities in Urban Schools
Volume Editor:
Nowadays, schools face the challenge of creating pedagogical environments that are sensitive to numerous individual backgrounds in order to support students’social and academic success. Urban schools are communities with rich possibilities to learn how to think, feel and act morally. In this task, principals, teachers, parents and students of the schools each have their own voice. All these voices have to be heard in order to build communities with moral sensibilities. This book brings together recent work by international researchers from nine countries in the fields of moral development and citizenship education. The book consists of twelve chapters and it is divided into three parts. While the first part deals with the voices of urban school educators, the second part contains chapters with the focus on students. The third part is about curriculum, programs and practices in schools that contribute to the education of moral sensibilities in the school communities. This book can be used as a textbook in moral and citizenship education or as an updated research report on international research on moral sensibilities.
In: Giftedness and Talent in the 21st Century
Author:

This chapter explores the core of school pedagogy both theoretically and empirically. The main concepts in research into teaching are introduced with some discussion on their traditional background. The differences in the terminology used in German and Anglo-American literature is acknowledged and their influence on Finnish research on teaching is discussed. Educational purposefulness is identified as an important motivational factor behind the teaching-studying-learning process. Empirical data from Finnish teachers and student teachers are presented as examples of their views on the educational purposefulness of their teaching. In the secondary school context teachers need skills to teach their subject matter in ways that would open up its educational meaning. Finnish teachers’ views on the educational purposefulness of their teaching are divided into two categories: general purposes in teaching and subject matter specific purposes in teaching.

In: Miracle of Education
Author:

This chapter explores the core of school pedagogy both theoretically and empirically. The main concepts in research into teaching are introduced with some discussion on their traditional background. The differences in the terminology used in German and Anglo-American literature is acknowledged and their influence on Finnish research on teaching is discussed. Educational purposefulness is identified as an important motivational factor behind the teaching-studying-learning process. Empirical data from Finnish teachers and student teachers are presented as examples of their views on the educational purposefulness of their teaching. In the secondary school context teachers need skills to teach their subject matter in ways that would open up its educational meaning. Finnish teachers’ views on the educational purposefulness of their teaching are divided into two categories: general purposes in teaching and subject matter specific purposes in teaching.

In: Miracle of Education