Worldview reflexivity in teacher professionalism

Authors

• Saila Poulter Helsingin yliopisto
• Marjaana Kavonius Helsingin yliopisto

DOI: https://doi.org/10.33350/ka.119383

Keywords:

worldview, worldview reflexivity, professionalism, existential reflection

Abstract

Worldview reflexivity is considered relevant in developing teachers’ professional approaches, but as a concept, worldview reflexivity has been understudied. In the field of education, professionalism related to worldviews has been investigated through the concepts of worldview awareness, worldview sensitivity and religious literacy. In this article, we approach worldview reflexivity using conceptual analysis, interpreting the concept from the perspective of existential reflection, in which reflection on a teacher’s own existence and biographical elements plays a fundamental role. It is vital to understand that worldviews are present in all educational encounters, not only in specific religious or worldview education classes. Hence, the idea of worldview reflexivity is not merely limited to religious education classes. Being a reflexive teacher is not only about becoming a competent individual, but it is also about being a teacher who recognizes broader societal and political frameworks and how they shape the ideal of a good teacher.