Abstract
This study investigates worldview dialogue between 12 student teachers in Finland and in Turkey. The aim of the study is to explore the experiences of students engaged in virtual worldview dialogue. The research data consist of written emails and transcribed group discussions, which were analyzed using a content analysis approach. The findings indicate that dialogue is perceived through constructive complexity and that the students learned most from their own personal worldview. Differences between secular and religious worldviews were also negotiated, though some challenges were encountered. The study argues that tools for worldview reflexivity and worldview-related dialogue should be fostered in teacher education.
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