Philosophy for children: Towards pedagogical transformation

Scholl, R., Nichols, K. and Burgh, G. (2009). Philosophy for children: Towards pedagogical transformation. In: Teacher education crossing borders: Cultures, contexts, communities and curriculum; Annual Conference of the Australian Teacher Education Association (ATEA). Annual Conference of the Australian Teacher Education Association (ATEA), Albury, NSW, Australia, (1-15). 28 June - 1 July 2009.

Author Scholl, R.
Nichols, K.
Burgh, G.
Title of paper Philosophy for children: Towards pedagogical transformation
Conference name Annual Conference of the Australian Teacher Education Association (ATEA)
Conference location Albury, NSW, Australia
Conference dates 28 June - 1 July 2009
Proceedings title Teacher education crossing borders: Cultures, contexts, communities and curriculum; Annual Conference of the Australian Teacher Education Association (ATEA)
Place of Publication Bathurst, NSW, Australia
Publisher Australian Teacher Education Association
Publication Year 2009
Sub-type Fully published paper
ISBN 9780975232446
Start page 1
End page 15
Total pages 15
Language eng
Abstract/Summary Philosophical inquiry (Lipman, Sharp & Oscanyan, 1980) has the capacity to push boundaries in teaching and learning interactions with students and improve teacher’s pedagogical experiences (Scholl, Nichols, Burgh, 2008). This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers, 59 in total, have been involved in a comparison of pedagogical transformation between teachers who implemented Philosophy and teachers who used thinking tools (graphic organisers) for conceptual exploration. A mixed methods approach, including, questionnaires and semi-structured interviews, was employed to inquire into the effect of teaching Philosophy on teachers’ perceptions of their pedagogy. This paper describes how the engagement in communities of philosophical inquiry results in a significant improvement in perceptions of pedagogy, teacher thinking and student engagement.
Keyword Teaching
Learning
Reflective practice and research
Philosophy for children
Thinking
Democracy
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Wed, 06 Jul 2011, 13:48:40 EST by Ms Ramona Hooyer on behalf of School of Education