This study explored Finnish (n = 379) and German (n = 477) student teachers’ professional purposes – meaningful long-term intentions to contribute beyond the self through the teaching profession. Due to global crises and calls for social reconstructionism in teacher education, we were especially interested in how civic purposes manifested in student teachers’ thinking. Qualitative content analysis of written responses showed that student teachers mentioned mostly pedagogical and instrumental purposes. Rarity of civic purposes, especially environmental purposes, demonstrates a gap between student teachers’ understanding of their future profession and academic and policy discourses emphasising teachers as transformative agents, key societal actors and future makers.
Aarnio-LinnanvuoriE (2018) Ympäristö ylittää oppiainerajat – Arvolatautuneisuus ja monialaisuus koulun ympäristöopetuksen haasteina [Environment crosses subject borders – Value-ladenness and interdisciplinarity as challenges for environmental education at school]. PhD Thesis, University of Helsinki, Finland, Helda. Available at: http://urn.fi/URN:ISBN:978-951-51-3836-1 (accessed 27 June 2024).
2.
Aarnio-LinnanvuoriEReillyKRissanenI, et al. (2025) Teaching for climate literacy: Educators’ perceptions and experiences of negotiating with curriculum (manuscript under preparation).
3.
AckerenIVKlemmK (2009) Entstehung, Struktur und Steuerung des deutschen Schulsystems. Eine Einführung [The Formation, Structure and Governance of the German School System. An Introduction]. Wiesbaden: VS Verlag für Sozialwissenschaften.
4.
Ackeren-MindlIVKlemmKSchmid-KühnSM (2024) Entstehung, Struktur und Steuerung des deutschen Schulsystems. Eine Einführung [The Formation, Structure and Governance of the German School System. An Introduction], 4th, updated and expanded edn. Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-43348-2
5.
AgrestiA (ed.) (2013) Categorical Data Analysis, 3rd edn.Hoboken, NJ: Wiley.
6.
AndreottiVSteinSSutherlandA, et al. (2018) Mobilising different conversations about global justice in education: Toward alternative futures in uncertain times. Policy & Practice: A Development Education Review26: 9–41.
7.
AuernheimerG (ed.) (2013) Schieflagen im Bildungssystem. Die Benachteiligung der Migrantenkinder [Imbalances in the education system. Discrimination against migrant children], 5th edn.Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-01828-3
BournD (2016) Teachers as agents of social change. International Journal of Development Education and Global Learning7(3): 63–77.
10.
BronkKC (2014) Purpose in Life. A Critical Component of Optimal Youth Development. Dordrecht: Springer.
11.
BrownCWhiteRKellyA (2023) Teachers as educational change agents: what do we currently know? Findings from a systematic review. Emerald Open Research1(3). DOI: 10.1108/eor-03-2023-0012
12.
Bundesrepublik Deutschland (1999) Hochschulrahmengesetz, 26.01.1976, letzte Fassung Neugefasst durch Bek. v. 19.1.1999 I 18, BGBl. I S.18 [Higher Education Framework Act, 26.01.1976, the last version revised by Bek. v. 19.1.1999 I 18, BGBl. I p.18.]. Bundesrepublik Deutschland.
13.
Cochran-SmithM (2020) Teacher education for justice and equity: 40 years of advocacy. Action in Teacher Education42(1): 49–59.
14.
Cochran-SmithMShakmanKJongC, et al. (2009) Good and just teaching: The case for social justice in teacher education. American Journal of Education115(3): 347–377.
15.
DamonWMenonJCotton BronkK (2003) The development of purpose during adolescence. Applied Developmental Science7(3): 119–128.
16.
De ReuyterDSchinkelA (2017) Ethics education at the university: From teaching an ethics module to education for the good life. Bórdon69(4): 125–138.
17.
DeweyJ (2007) Democracy and education. The Echo Library. (Original work published 1916)
18.
DikBJShimizuAB (2019) Multiple meanings of calling: Next steps for studying an evolving construct. Journal of Career Assessment27(2): 323–336.
19.
DrahmannM (2020) Teacher education in Germany: A holistic view of structure, curriculum, development and challenges. In: PushpanadhamK (ed.) Teacher Education in the Global Era. Singapore: Springer, pp.13–31.
20.
EmmonsR (1999) The Psychology of Ultimate Concerns: Motivation and Spirituality in Personality. New York: Guilford Press.
21.
EstellésMFischmanGE (2021) Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education72(2): 223–236.
22.
EvansNFerreiraJA (2020) What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?Environmental Education Research26(1): 27–42.
23.
EvansNStevensonRBLasenM, et al. (2017) Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education63: 405–417.
ForsterDMaxwellB (2023) Using codes of professional ethics and conduct in teacher education: Pitfalls and best practice. In: EatonSEKhanZR (eds) Ethics and Integrity in Teacher Education. Cham: Springer International Publishing, pp.25–42.
27.
GeerJG (1988) What do open-ended questions measure?Public Opinion Quarterly52(3): 365–367.
28.
GellerRC (2020) Teacher political disclosure in contentious times: A “responsibility to speak up” or “fair and balanced”?Theory & Research in Social Education48(2): 182–210.
29.
GENE (2022) The European Declaration on Global Education to 2050. The Dublin Declaration. Available at: https://www.gene.eu/ge2050-congress (accessed 27 June 2024).
GoreJ (2001) Beyond our differences: A reassembling of what matters in teacher education. Journal of Teacher Education52(2): 124–135.
32.
HansenPRantalaJ (2009) The challenge of developing civic activity instruction in Finnish teacher education: A review of the results of the citizenship and civic activity project for teacher training. Citizenship Social and Economics Education8(2/3): 144–151.
33.
HargreavesA (2000) Four ages of professionalism and professional learning. Teachers and Teaching6(2): 151–182.
34.
JuvonenSToomA (2023) Teachers’ expectations and expectations of teachers: Understanding teachers’ societal role. In: ThruppMSeppänenPKaukoJ, et al. (eds) Finland’s Famous Education System. Singapore: Springer, pp.121–135.
35.
KansanenPTirriKMeriM, et al. (2000) Teachers’ Pedagogical Thinking: Theoretical Landscapes, Practical Challenges. New York: Peter Lang.
36.
KashimaY (2020) Cultural dynamics for sustainability: How can humanity craft cultures of sustainability?Current Directions in Psychological Science29(6): 538–544.
37.
KaukoJ (2019) Overview of higher education (Finland). In: KaukoJJacobWJWeiyanX (eds) Bloomsbury Education and Childhood Studies. London: Bloomsbury Publishing.
38.
KimGMCoocN (2020) Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools. Teaching and Teacher Education94: 103104.
39.
KitchenJTaylorL (2021) Preparing preservice teachers for social justice teaching: Designing and implementing effective interventions in teacher education. In: MullenCA (ed.) Handbook of Social Justice Interventions in Education. Cham: Springer, pp.1–27. DOI: 10.1007/978-3-030-35858-7_70
40.
KöllerMStuckertMMöllerJ (2019) Das Lehrerbild in den Printmedien. Keine “Faulen Säcke” mehr! [The image of teachers in the print media. No more “lazy sacks”!]. Zeitschrift für Erziehungswissenschaft22(2): 373–387.
41.
KönigJHeineSKramerC, et al. (2024) Teacher education effectiveness as an emerging research paradigm: A synthesis of reviews of empirical studies published over three decades (1993–2023). Journal of Curriculum Studies56: 371–391.
42.
KortesalmiM (2024) Everyday financial capability - Enhancements with schools and families. PhD Thesis, University of Helsinki, Finland, Helda. Available at: http://urn.fi/URN:ISBN:978-951-51-9628-6(accessed 27 June 2024).
43.
KorthagenFAJ (2004) In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education20: 77–97.
44.
Kultusministerkonferenz (2019) Erklärung der Kultusministerkonferenz vom 17.10.2019 zum nachhaltigen Entwicklungsziel 4 der Vereinten Nationen und zur globalen Agenda Bildung 2030 [Declaration of the Standing Conference of the Ministers of Education and Cultural Affairs of 17.10.2019 on Sustainable Development Goal 4 of the United Nations and the global Education 2030 Agenda]. Available at: https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2019/2019_10_17-Entwicklungsziel4-Bildung2030.pdf (accessed 27 June 2024).
45.
KuusistoEde GrootIde RuyterD, et al. (2023a) Values manifested in life purposes of higher education students in the Netherlands and Finland. Journal of Beliefs and Values46: 164–186.
46.
KuusistoEde GrootIde RuyterD, et al. (2023b) Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland. Journal of Moral Education52(4): 489–510.
47.
KuusistoEde GrootISchutteI, et al. (2023c) Civic purpose among higher education students – A study of four Dutch and Finnish institutions. Journal of Empirical Theology36: 278–295.
KuusistoESchutteI (2023) Sustainability as a purpose in life among Dutch higher education students. Environmental Education Research29: 733–746.
50.
KuusistoETirriK (2021) The challenge of educating purposeful teachers in Finland. Education Sciences11(1): 29.
51.
KuusistoEToomAUbaniM, et al. (2021) Introduction. In: KuusistoEUbaniMNokelainenP, et al. (eds) Good Teachers for Tomorrow’s Schools – Purpose, Values and Talents in Education. Leiden: Brill, pp.11–16.
52.
LeusmannCKlausnitzerHP (1993) Zum Zusammenwachsen der alten und neuen Länder im Schulbereich - eine Skizze der Massnahmen länderübergreifender Zusammenarbeit im Rahmen der Kultusministerkonferenz (Stand Sommer 1992) [On the integration of the western and eastern federal states in the school sector – An outline of measures for cross-state cooperation within the framework of the Conference of Ministers of Education (summer 1992)]. Pädagogik und Schulalltag48(2): 133–154.
53.
MacPhailCKhozaNAblerL, et al. (2016) Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research16(2): 198–212.
54.
MalinHBallardPJDamonW (2015) Civic purpose: An integrated construct for understanding civic development in adolescence. Human Development58: 103–130.
55.
MankkiV (2019) Opettajankouluttajat portinvartijoina opettajankoulutuksen opiskelijavalinnassa [Teacher educators as gatekeepers in student selection for teacher education]. PhD Thesis, Tampere University, Trepo. Available at: http://urn.fi/URN:ISBN:978-952-03-1339-5 (accessed 27 June 2024).
56.
MerkSDrahmannMCramerC (2021) Development and validation of the “Tübingen Inventory to Measure Teachers’ Profession-Specific Value Orientations” (TIVO). AERA Open7. DOI: 10.1177/23328584211033595
57.
MoranS (2009) Purpose: Giftedness in intrapersonal intelligence. High Ability Studies20(2): 143–159.
58.
OstinelliG (2009) Teacher Education in Italy, Germany, England, Sweden and Finland. European Journal of Education44(2): 291–308.
59.
ParkhouseHLuCYMassaroVR (2019) Multicultural education professional development: A review of the literature. Review of Educational Research89(3): 416–458.
60.
PoutanenMTomperiTKuuselaH, et al. (2022) From democracy to managerialism: Foundation universities as the embodiment of Finnish university policies. Journal of Education Policy37(3): 419–442.
61.
RautiainenMMännistöPFornaciariA (2020) Democratic citizenship and teacher education in Finland. In: RaikerARautiainenMSaqipiB (eds) Teacher Education and the Development of Democratic Citizenship in Europe. London: Routledge, pp.62–73.
62.
ReaganEMHambacherE (2021) Teacher preparation for social justice: A synthesis of the literature, 1999–2019. Teaching and Teacher Education108: 103520.
63.
RissanenIKuusistoE (2022) Kulttuurienvälisten valmiuksien perustaa tutkimassa: opettajien arkiteoriat ja orientaatiot [Studying the basis of intercultural competences: teachers’ lay theories and orientations]. Psykologia57(2): 140–156.
64.
RissanenIKuusistoETimmS, et al. (2023) Diversity beliefs are associated with orientations to teaching for diversity and social justice: A study among German and Finnish student teachers. Teaching and Teacher Education123: 103996.
65.
RobertsBWRobinsRW (2000) Broad dispositions, broad aspirations: The intersection of personality traits and major life goals. Personality and Social Psychology Bulletin26(10): 1284–1296.
66.
Schmid-KühnSMFuchsT (eds) (2024) Abbrüche, Ausstiege und Andere Wege aus Lehramtsausbildung und Lehrerberuf. Erkenntnisse aus Wissenschaft und Praxis [Dropouts, Exits and Other Ways Out of Teacher Training and the Teaching Profession. Findings From Science and Practice]. Weinheim: Beltz Juventa. DOI: 10.3262/978-3-7799-7635-6
67.
SchwartzSH (2007) Value Orientations: Measurement, antecedents and consequences across nations. In: JowellRRobertsCFitzgeraldR, et al. (eds) Measuring Attitudes Cross-Nationally: Lessons From the European Social Survey. London: Sage, pp.161–193.
68.
SchwartzSH (2012) An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture2(1): 3–20.
69.
TerhartE (1998) Formalised codes of ethics for teachers: Between professional autonomy and administrative control. European Journal of Education33(4): 433–444.
70.
TerhartE (2022) Teacher education in Germany: Historical development, status, reforms and challenges. In: Chi-Kin LeeJEhmkeT (eds) Quality in Teacher Education and Professional Development – Chinese and German Perspectives. London: Routledge, pp.44–56.
71.
TimmSKaukkoMScheunpflugA (2023) Preservice teachers’ professional beliefs in relation to global social change: Findings from Finland and Germany. Teaching and Teacher Education132: 104239.
72.
TirriK (2014) The last 40 years in Finnish teacher education. Journal of Education for Teaching40: 1–10.
73.
TirriK (2018) The purposeful teacher. In: MonyaiR (ed.) Teacher Education in the 21st Century. London: IntechOpen.
74.
TirriKHusuJKansanenP (1999) The epistemological stance between the knower and the known. Teaching and Teacher Education15(8): 911–922.
75.
TirriKKuusistoE (2022) Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research From Finland. Leiden: Brill, https://brill.com/display/title/63853
UNESCO (2018) Progress on Education for Sustainable Development and Global Citizenship Education. Paris: UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000266176 (accessed 9 February 2022).
79.
UNESCO (2022) Reimagining Our Futures Together: A New Social Contract for Education. Paris: UNESCO. DOI: 10.54675/ASRB4722
VärriVM (2018) Kasvatus ekokriisin aikakaudella [Education at a Time of Eco-crisis]. Tampere: Vastapaino.
83.
WillemseTMTen DamGGeijselF, et al. (2015) Fostering teachers’ professional development for citizenship education. Teaching and Teacher Education49: 118–127.
84.
YeminiMTibbittsFGorenH (2019) Trends and caveats: Review of literature on global citizenship education in teacher training. Teaching and Teacher Education77: 77–89.
85.
ZeichnerK (2016) Advancing social justice and democracy in teacher education: Teacher preparation 1.0, 2.0, and 3.0. Kappa Delta Pi Record52(4): 150–155.
86.
ZeichnerK (2020) Preparing teachers as democratic professionals. Action in Teacher Education42(1): 38–48.
87.
ZeichnerKMListonDP (1990) Traditions of reform in U.S. teacher education. Journal of Teacher Education41(2): 3–20.
ZilliacusHWolffL (2021) Climate change and worldview transformation in Finnish education policy. In: NoblitGW (ed.) Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.
