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The moral basis of kindergarten teachers' educational approach: self reflection to promote educators' response to the diversification of educational situations

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Document pages: 14 pages

Abstract: This paper discusses the moral basis of preschool teachers educational approaches from the perspective of religious sensitivity and other world views. As the background of the test, this paper introduces the current situation of multi faith kindergartens in Finland through the empirical mixed method data collected from five day care centers in the capital Helsinki. The findings show that, at present, in an increasingly diverse kindergarten environment, multiple religions and other world views lead to continuous negotiations among staff on educational practices and educational partnerships between teachers and families. In particular, there are still many uncertainties about how the education of religion and world outlook should be implemented in Muticultural, multi-faith kindergarten. Some of the staff members have difficulties in encountering religious diversity in a positive or neutral light, as religions are often seen through limitations to everyday practicalities and educational contents. It is argued that in order to develop a constructive, worldview sensitive educator response to pluralism, and thus to encourage the development in the moral foundation of the teachers’ work, the teachers would need supported opportunities for dialoguous self-reflection. To support this, working models for intercultural and inter-faith sensitivity are suggested.

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