Education for Purposeful Teaching Around the World

Kirsi Tirri is a Professor of Education and Research Director at the Helsinki Collegium for Advanced Studies at the University of Helsinki, Finland. She is also a Visiting Professor at St. Johns University, USA and University of Tallinn, Estonia. Tirri has been the President of ECHA (European Council for High Ability) for the years 20082012, the President of the SIG International Studies at AERA (American Educational Research Association) for the years 20102013, and the President of the Finnish Academy of Science and Letters for the years 20162017. Seana Moran is Research Assistant Professor of Developmental Psychology at Clark University, USA. Her research focuses on how individuals contribute to collaborations, society, culture, and other institutions, as well as how they come to recognize their actions as contributions to a greater good. More specifically, she writes about the intersections of life purpose, morality/ethics, creativity, culture, and wisdom. Jenni Menon Mariano is Associate Professor of Education at the University of South Florida Sarasota-Manatee, USA. She teaches courses in child and adolescent development and learning, moral development and education, classroom assessment, and the psychology of life purpose. Her research examines positive human and community development in multinational contexts. She currently serves on the Executive Board of the Association for Moral Education and reviews for multiple research journals.

Preface. Introduction- Education for purposeful teaching around the world 1. Finnish student teachers perceptions on the role of purpose in teaching 2. Finnish and Iranian teachers views on their competence to teach purpose 3. Principles and methods to guide education for purpose: a Brazilian experience 4. The influence of Chinese college teachers competence for purpose support on students purpose development 5. What do teachers think about youth purpose? 6. Learning from the wisdom of practice: teachers educational purposes as pathways to supporting adolescent purpose in secondary classrooms