Science Teachers’ Worldviews in the Context of the Digital Revolution

In this qualitative study, I examined the worldviews that contemporary science teachers demonstrate in relation to the digital revolution. The main goal of the study was to gain insight into participants' thoughts, feelings, and emotions related to the digital revolution in the context of their objective, intersubjective, and subjective beliefs. The data collection method consisted of in-depth interviews with 30 in-service high-school science teachers. Study findings revealed three different categories of the way teachers perceived their own place and role vis-à-vis the digital revolution: 1) outside observers (n=3); 2) circumspect participants (n=19); 3) conscientious participants (n=8). This finding indicates that teachers in the digital age examine and reconstruct their worldviews. The practical implications of the study belong to the realm of teacher education. I believe that teacher education should be adapted to incorporate practices and address the demands of the digital era, while taking into account transformations in teachers’ worldviews and the implications for education.