Education for purposeful teaching around the world

Teacher Agency Following the Ecological Model: How It Is Achieved and How It Could Be Strengthened by Different Types of Reflection

“…Priestley and colleagues (Biesta et al, 2015;Priestley et al, 2015) stressed the importance of long-term, normative purposes of education from the learners' perspective; however, they did not elaborate on the importance of teachers' personal, long-term goals, which might be one of the most important prerequisites for a satisfying life, as argued by Frankl and Damon and many of their followers (see, e.g., Bronk, 2014;Damon et al, 2003;Tirri et al, 2016). Drawing on the basic assumptions of Frankl (1985) that people's most important drive in life is finding meaning, Damon and colleagues developed the concept of purpose: 'Purpose is a stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self' (Damon et al, 2003, p. 121).…”

“…Namely, purpose is not something that is merely meaningful to oneself but it is also focusing on impacting the world beyond-the-self. Drawing on the work of Damon et al (2003), Tirri et al (2016) discussed how important it is for teachers to find the purpose related to their everyday work. This is a prerequisite for teachers to be able to support their students in developing their own purpose on the one hand, and to carry out purposeful teaching that centres around students developing meaning related to different topics introduced in the curriculum on the other hand.…”

Exploring the educational needs of nurses on children’s pain management: A descriptive qualitative study

“…These varying preferences reaffirm the complex nature of education as an intervention (Mattick, Barnes, & Dieppe, ; Tarquinio, Kivits, Minary, Coste, & Alla, ). Thus, the primary purpose of any education is to be relevant to the target audience (Lunsford, ; Taddio et al, ), appeal to the diverse learning styles of learners (Newton & Miah, ), be of sufficient duration (Kahan & McKenzie, ; Menheere & Hooge, ) and ultimately lead to a relatively permanent changed behaviour (Tirri, Moran, & Menon Mariano, ). The nurse managers also indicated their willingness to support by committing to provide some material resources for the smooth operation of the educational programme which reaffirms the relevance of leadership in promoting optimal healthcare outcomes (Sfantou et al, ).…”

Evidências Preliminares de Validade da Escala de Projetos de Vida Para Adolescentes

“…O projeto de vida pode funcionar como uma espécie de farol moral, que motiva os indivíduos a se comprometerem e a se engajarem em comportamentos pró-sociais e generativos ao longo de suas vidas (Tirri, Moran, & Mariano, 2016). Por meio do projeto de vida, é possível organizar uma vida inteira, dando-lhe sentido, alegria e motivação para aprendizagem e realizações (Damon, 2009).…”

“…A importância de se construir uma escala para avaliar projetos de vida de adolescentes vai ao encontro de uma alteração de 2017 na Lei de Diretrizes e Bases (LDB) da Educação Nacional, que passou a impetrar que os currículos do ensino médio deverão considerar a formação integral do aluno, de maneira a realizar um trabalho voltado para a construção de seu projeto de vida e para sua formação quanto aos aspectos socioemocionais, físicos, cognitivos. Essa alteração da LDB chama atenção para a necessidade de se desenvolver pesquisas sobre projetos de vidas que possam servir como base e subsídio para o trabalho que os professores devem realizar na escola, o que já vem sendo feito em outras partes do mundo (Tirri et al, 2016). Nesse sentido, uma escala construída no Brasil especificamente para o público adolescente poderá ser útil no sentido de avaliar possíveis intervenções a serem realizadas nas escolas brasileiras.…”