The role of phronesis and practical engagement in the formation of teacher professionalism in religious and worldview education within superdiverse early childhood education and care

This study investigates how Finnish early childhood education and care teachers navigate the complexities of religious and cultural superdiversity while fostering inclusivity and the objectives of worldview education. Amidst such diversity, teachers must act with situated ethical awareness when engaging with children, parents and carers and colleagues. This can be defined as phronesis, the Aristotelian concept of practical wisdom. The study offers insights into religious and worldview education and the rhizomatic formation of teacher professionalism. This praxeological research draws on a qualitative dataset from four teachers; while this limits generalisability, it provides in‑depth insight into teachers situated professional discernment. Data were collected over two years through group meetings, learning diaries and a group interview. The analysis draws on constructivist grounded theory thematic analysis, informed by the Learning Trajectory Model of Emerging Professionalism and concept of phronesis. Findings indicate that engaging in practice significantly strengthened teachers’ worldview-related professionalism, with phronesis playing a key role. Four dimensions of phronesis – personal, pedagogical, dialogical and collegial – were constructed to illustrate pedagogical praxis and professionalism. Professional development followed a dynamic, wave-like progression, reflecting the complex nature of professional growth.