Transforming pedagogy through philosophical inquiry

Scholl, Rosie, Nichols, Kim and Burgh, Gilbert (2014) Transforming pedagogy through philosophical inquiry. International Journal of Pedagogies and Learning, 9 3: 253-272.

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Author Scholl, Rosie
Nichols, Kim
Burgh, Gilbert
Title Transforming pedagogy through philosophical inquiry
Journal name International Journal of Pedagogies and Learning   Check publisher's open access policy
ISSN 1833-4105
Publication date 2014-12
Sub-type Article (original research)
Open Access Status
Volume 9
Issue 3
Start page 253
End page 272
Total pages 20
Place of publication Toowoomba, QLD, Australia
Publisher University of Southern Queensland * Faculty of Education
Collection year 2015
Language eng
Abstract This study explored the impact of implementing Philosophy, in the tradition of 'Philosophy for Children', on pedagogy. It employed an experimental design that included 59 primary teachers. The experimental group received an intervention of training in Philosophy and the comparison group received training in Thinking Tools (graphic organisers), a subset of the Philosophy training. Lessons were coded on variables of pedagogy, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between group analysis of variance on several measures of pedagogy revealed that Philosophy significantly broadened teachers' pedagogical repertoire.
Keyword Community of philosophical inquiry
Transformative practice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Historical and Philosophical Inquiry
School of Education Publications
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Created: Thu, 19 Mar 2015, 08:21:23 EST by Lucy O'Brien on behalf of School of Historical and Philosophical Inquiry