Teachers’ talk about worldview dialogues between home and school. A Finnish case-study

This study explored Finnish basic education teachers’ talk about worldview dialogues between teachers and guardians in Nordic, and more specifically in the Finnish context. Applying thematic discourse analysis to data from semi-structured interviews (N = 5) of the basic education teachers, we identified two discourses: differing worldviews and value conflicts between school and guardians. Results highlight that, from the teacher’s point of view, worldview dialogues with guardians occur as an aberration from the norm. It seems that the discourses can be seen as a reflection of three ideals of Finnish education: normative framework, inclusivity and involvement. The study underscores the need for teachers’ intercultural and worldview‑related competences and contributes to the discussion on teacher education development, offering insights into the teacher as an intercultural educator.