Meet the editors

Dr Kirsi Tirri is a Professor of Education at the Faculty of Educational Sciences, University of Helsinki, Finland. She is also a visiting Professor at St. John's University, New York, USA and University of Tallinn in Estonia. She has published widely in international educational journals and books on teacher education, moral education, and talent development. She also serves on the editorial boards of 13 educational journals. You can read more of

her work at: http://www.helsinki.fi/~ktirri

Dr Auli Toom is a Professor of Higher Education and the Director of the Centre for University Teaching and Learning at University of Helsinki, Finland. She is a Visiting Professor at the University of Tartu, Estonia. Professor Toom is also the director of the doctoral program PsyCo (Psychology, Learning and Communication). Professor Toom is the President of the Finnish Educational Research Association (FERA). Her research interests include

teacher knowing, competence, expertise, and agency among students and teachers. She investigates these factors in basic education, teacher education, and higher education contexts. She leads several research projects on higher education and teacher education. You can read about her work at https://researchportal.helsinki.fi/ en/persons/auli-toom

Contents

**Section 1**

*by Kirsi Tirri and Auli Toom*

Basic and Higher Education *by Charles Enock Mulimba Ruyembe*

*by Duncan Mhakure*

**Section 3**

*by Terence Lovat*

**Section 2**

**Preface III**

Meaning of Education and Purpose in Teaching and Learning **1**

**Chapter 1 3**

**Chapter 2 15**

Pedagogical Wellbeing in Educational Institutions **29**

**Chapter 3 31**

**Chapter 4 43**

**Chapter 5 57**

Students in Basic and Higher Education **75**

**Chapter 6 77**

**Chapter 7 97**

The Power of Appearance: Students' Impression Management within Class

*by Sarah Forster-Heinzer, Arvid Nagel and Horst Biedermann*

Students' Productive Struggles in Mathematics Learning

Approach to Pedagogy and Scenarios Poor People Face in the Pursuit of

Using the Research Tutorial as a Training Strategy for Tutor Professional

The Moral Role of Pedagogy as the Science and Art of Teaching

A Philosophical Outlook on Africa's Higher Education in the

Twenty-First Century: Challenges and Prospects *by Dei Daniel, Osei-Bonsu Robert and Amponsah Samuel*

Development in an Undergraduate Course

*by Anthony Sayster and Duncan Mhakure*

Values as the Pedagogy: Countering Instrumentalism

## Contents



Preface

In this book we take a holistic approach to pedagogy and argue that the purpose of education is to educate the whole personality of a student including cognitive, social, and moral domains. This kind of approach is worth implementing in both basic and higher education all over the world. We need more research on the wholeness of the teaching-studying-learning process that can be examined from different points of view. For example, teaching can be seen as a moral activity in which case the values and ethics in teaching become central in research. Different ways to study the interaction in schools and universities and the evaluation of teaching and learning are also important areas of research in pedagogy. Lifelong learning is one of the aims for the twenty-first century for both teachers and students. A pedagogically competent teacher pays attention to her students' abilities, gender, prior knowledge, motives, and expectations to make learning meaningful for them. Teamwork and co-operation among teachers, with homes and other institutions is necessary to provide the best possible education for our students. All these aims and demands create pedagogical challenges in schools and universities for which we should provide research-based and concrete help

**Meaningful education, learning, and wellbeing for students through teaching** 

The book includes four sections and twelve chapters that address the current pedagogical challenges in basic and higher education in international contexts. In the chapters the authors describe the principles and practices through which meaningful education is promoted and enhanced in a variety of ways. They present the challenges educators face in their profession as well as ways in which they overcome the challenges. In the four sections of the book, these are thoroughly elaborated on, both theoretically and empirically. In addition, practical examples and ways of

*Section 1 Meaning of Education and Purpose in Teaching and Learning* includes two theoretical chapters. In chapter 1 *"The Moral Role of Pedagogy as the Science and Art of Teaching"* the editors of the book, Kirsi Tirri and Auli Toom, present the theoretical framework of pedagogy and discuss the key concepts and actors in pedagogy and in pedagogical relationships in the context of educational institutions. Chapter 2 *"Values as the Pedagogy: Countering Instrumentalism"* by Terence Lovat emphasizes the

moral nature of teaching and presents a pedagogy based on values.

*Section 2 Pedagogical Wellbeing in Educational Institutions* includes three chapters. Chapter 3 *"A Philosophical Outlook on Africa's Higher Education in the Twenty-First Century: Challenges and Prospects"* written by Dei Daniel, Osei-Bonsu

working in classrooms are provided in the chapters.

**Introduction: Holistic approach to pedagogy**

for teachers.

**and partnerships**
