Preface

#### **Introduction: Holistic approach to pedagogy**

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 for teachers.

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

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 working in classrooms are provided in the chapters.

*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

**II**

**Chapter 8 115**

**Chapter 9 137**

**Chapter 10 167**

Educational Partnerships **183**

**Chapter 11 185**

**Chapter 12 203**

Perception of Student-Teachers Regarding Self-Regulated Learning *by Carolina Zambrano-Matamala, Darío Rojas-Diaz, Pedro Salcedo-Lagos,* 

Teaching, Reflecting and Learning: Exploring Teacher Education Study

Categorization of Educational Technologies as Related to Pedagogical

School-University Partnership for Evidence-Driven School Improvement

Parental Engagement in Children's Learning: A Holistic Approach to

Abroad Programs as Transformational Learning Opportunities

*Felipe Albarran-Torres and Alejandro Diaz-Mujica*

*by Allison Freed, Aerin Benavides and Lacey Huffling*

*by Perry P. Gao, Arvid Nagel and Horst Biedermann*

*by Kätlin Vanari, Kairit Tammets and Eve Eisenschmidt*

*by Cristiana Levinthal de Oliveira Lima and Elina Kuusisto*

Practices

**Section 4**

in Estonia

Teacher-Parents' Partnerships

Robert and Amponsah Samual, provides an international perspective on 21st century education in Africa. In Chapter 4 *"Approach to Pedagogy and Scenarios Poor People Face in the Pursuit of Basic and Higher Education",* Charles Enock Mulimba Ruyembe elaborates on an interesting discussion on educational opportunities and equality. In Chapter 5, *"Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course"*, Duncan Mhakure describes research tutorials as a framework to support tutors' work and further enhance student learning in higher education.

*Section 3 Students in Basic and Higher Education* includes five chapters. Chapter 6 *"The Power of Appearance: Students' Impression Management within Class"* by Sarah Forster-Heinzer, Arvid Nagel, and Horst Biedermann focuses on the students' behaviors in classroom interactions and allows readers to think of ways in which teachers could or should regulate them in a meaningful way. Chapter 7 by Anthony Sauster and Duncan Mhakure explores *"Students' Productive Struggles in Mathematics Learning"* in high school and demonstrates the productive struggles framework as a useful tool to analyze students' thinking processes in mathematics learning and teaching. Chapter 8, *"Perception of Student-Teachers Regarding Self-Regulated Learning"* by Carolina Zambrano-Matamala, Darió Rojas-Diaz, Pedro Salcedo-Lagos, Felipe Albarran-Torres, and Alejandro Diaz-Mujica, presents research results showing student teachers' perceptions and practices of self-regulated learning as well as challenges related to regulation of learning. Chapter 9, *"Teaching, Reflecting and Learning: Exploring Teacher Education Study Abroad Programs as Transformational Learning Opportunities"* by Allison Freed, Aerin Benavides, and Lacey Huffling, presents a case study on student teachers' perceptions of their cultural awareness and pedagogical decisions after long-term international exchange studies. Chapter 10, *"Categorization of Educational Technologies as Related to Pedagogical Practices"* written by Perry P. Gao, Arvid Nagel, and Horst Biederman, proposes a framework to consider analytically operational and pedagogical educational technologies, and whether they directly support the teaching and learning process.

*Section 4 Educational Partnerships* includes two chapters. Chapter 11 *"School-University Partnership for Evidence-Driven School Improvement in Estonia"* by Kätlin Vanari, Kairit Tammets, and Eve Eisenschmidt, presents the results of a study on strengthening meaningfully the evidence-driven school improvements through the partnership programs between schools and universities. In Chapter 12, *"Parental Engagement in Children's Learning: A Holistic Approach to Teacher-Parents' Partnerships",* Cristiana Levinthal and Elina Kuusisto present a holistic approach for a partnership between parents and schools that supports the holistic learning of students.

#### **Conclusions**

The book provides a current overview of pedagogy and pedagogical challenges internationally. Through the chapters, the importance of educating the whole human being is reflected. The book allows both researchers, teachers, and educational policy makers to reflect on the current developments, challenges, and areas

**V**

of development in educational institutions when aiming to support student growth

**Kirsi Tirri**

Finland

Finland

**Auli Toom**

Professor of Education,

University of Helsinki,

University of Helsinki,

Faculty of Educational Sciences,

Professor of Higher Education,

Faculty of Educational Sciences,

Centre for University Teaching and Learning,

and learning.

of development in educational institutions when aiming to support student growth and learning.

> **Kirsi Tirri** Professor of Education, Faculty of Educational Sciences, University of Helsinki, Finland

**Auli Toom** Professor of Higher Education, Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Finland

**IV**

Robert and Amponsah Samual, provides an international perspective on 21st century education in Africa. In Chapter 4 *"Approach to Pedagogy and Scenarios Poor People Face in the Pursuit of Basic and Higher Education",* Charles Enock Mulimba Ruyembe elaborates on an interesting discussion on educational opportunities and equality. In Chapter 5, *"Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course"*, Duncan Mhakure describes research tutorials as a framework to support tutors' work and further enhance

*Section 3 Students in Basic and Higher Education* includes five chapters.

*Section 4 Educational Partnerships* includes two chapters. Chapter 11 *"School-University Partnership for Evidence-Driven School Improvement in Estonia"* by Kätlin Vanari, Kairit Tammets, and Eve Eisenschmidt, presents the results of a study on strengthening meaningfully the evidence-driven school improvements through the partnership programs between schools and universities. In Chapter 12, *"Parental Engagement in Children's Learning: A Holistic Approach to Teacher-Parents' Partnerships",* Cristiana Levinthal and Elina Kuusisto present a holistic approach for a partnership

between parents and schools that supports the holistic learning of students.

The book provides a current overview of pedagogy and pedagogical challenges internationally. Through the chapters, the importance of educating the whole human being is reflected. The book allows both researchers, teachers, and educational policy makers to reflect on the current developments, challenges, and areas

Chapter 6 *"The Power of Appearance: Students' Impression Management within Class"* by Sarah Forster-Heinzer, Arvid Nagel, and Horst Biedermann focuses on the students' behaviors in classroom interactions and allows readers to think of ways in which teachers could or should regulate them in a meaningful way. Chapter 7 by Anthony Sauster and Duncan Mhakure explores *"Students' Productive Struggles in Mathematics Learning"* in high school and demonstrates the productive struggles framework as a useful tool to analyze students' thinking processes in mathematics learning and teaching. Chapter 8, *"Perception of Student-Teachers Regarding Self-Regulated Learning"* by Carolina Zambrano-Matamala, Darió Rojas-Diaz, Pedro Salcedo-Lagos, Felipe Albarran-Torres, and Alejandro Diaz-Mujica, presents research results showing student teachers' perceptions and practices of self-regulated learning as well as challenges related to regulation of learning. Chapter 9, *"Teaching, Reflecting and Learning: Exploring Teacher Education Study Abroad Programs as Transformational Learning Opportunities"* by Allison Freed, Aerin Benavides, and Lacey Huffling, presents a case study on student teachers' perceptions of their cultural awareness and pedagogical decisions after long-term international exchange studies. Chapter 10, *"Categorization of Educational Technologies as Related to Pedagogical Practices"* written by Perry P. Gao, Arvid Nagel, and Horst Biederman, proposes a framework to consider analytically operational and pedagogical educational technologies, and whether they directly support the teaching

student learning in higher education.

and learning process.

**Conclusions**

**1**

Section 1

Meaning of Education and

Purpose in Teaching and

Learning

### Section 1
