Understanding and Implementing Worldview Dialogue in the Finnish Basic Education Context: Teachers’ Approaches

Abstract

Abstract This research examined worldview dialogue in Finnish basic education by focusing on teachers’ understanding about this dialogue, and orientations to implement it in schools. The data of the study consisted of an electrical survey from in-service basic education teachers from all areas in Finland (N = 654). The research was conducted as qualitative content analysis, using open coding and then quantitative methods. Found orientations were active, indirect and passive. The results showed that orientations presented different ways of understanding the concept of worldview and worldview dialogue. Understanding and implementing worldview dialogue varies between teachers and between levels at which they teach.