Philosophy with Children and Teacher Education

Global Perspectives on Critical, Creative and Caring Thinking
Herausgeber: Kizel, Arie

• Gebundenes Buch

Produktbeschreibung

This rich collection of essays offers a broad array of perspectives from prominent international 'philosophy for/with children' (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 244
• Erscheinungstermin: 29. November 2022
• Englisch
• Abmessung: 234mm x 156mm x 18mm
• Gewicht: 567g
• ISBN-13: 9781032080604
• ISBN-10: 1032080604
• Artikelnr.: 64103448

Autorenporträt

Arie Kizel is Associate Professor at the Department of Learning and Instructional Sciences at the Faculty of Education, University of Haifa, Israel. He is the Co-Founder and President of the Mediterranean Association for Philosophy with Children. During 2017-2022 he was the President of the International Council of Philosophical Inquiry with Children (ICPIC).

Inhaltsangabe

About the editor
List of contributors
Editor introduction
Part 1: Transforming teacher education and teacher training with Philosophy
for/with Children
1. Teacher Education: Developments, characteristics, and challenges
Ayelet Becher
2. Philosophy for/with Children, Teacher Training, and value
transmission: Contradictions, problems, and a solution
Viktor Gardelli
3. Using Philosophy for/with Children in initial Teacher Education as a
pedagogical approach to challenge neoliberalism in education
Rhiannon Love
4. The teacher in a community of (philosophical) inquiry: "Sage on the
side and guide on the stage"
Laurance J. Splitter
5. Philosophy for/with Children and teachers' perspectives: the need to
understand teachers' beliefs and values
Ben Kilby
6. Transforming Teacher Education with Philosophy for Children
Lizzy Lewis
7. Philosophical teaching-and-learning: Professional development for
every teacher
Roger Sutcliffe
Part 2: Between professional knowledge, assessment, and professional
development
8. Moving beyond official prescriptions towards a professional pedagogy
of reasoning and dialogue in initial teacher education
Roger Sutcliffe and Diane Swift
9. Committing to concepts: making explicit the significance of
philosophical dialogues in the professional formation of teachers
Diane Swift
10. Training Philosophy for Children Facilitators via technology and peer
assessment
Keith J. Topping
11. Teacher interventions in the community of philosophical inquiry:
Standards-referenced assessment tools
Janette Poulton
Part 3: Embedding Philosophy for/with Children to Teacher Education
12. Embedding Philosophy for/with Children in initial Teacher Education:
a stealth model
Rhiannon Love and Emma Gogo
13. Integrating Philosophy for/with Children within a final year teacher
education curriculum in South Africa
Lena Green and Janet Condy
14. From philosophy in school to a philosophy school: philosophy
workshops to revive the thirst for knowledge
Edwige Chirouter
15. Contagious commitment: what might a Philosophy for Children summer
camp offer Teacher Education programs?
Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan
T. Gardner
Part 4
Challenging the curriculum with philosophical topics
16. Philosophy from the corners: Incorporating philosophical inquiry into
a crowded curriculum
Wendy C. Turgeon
17. Education in the context of uncertainty
Susan T. Gardner
18. Philosophising with children: Uncertainty as a challenge for teachers
and a learning opportunity in an age of risk
Kerstin Michalik
19. Philosophy for/with Children and learning for sustainability: Lessons
for teachers
Claire Cassidy
20. Rethinking teacher preparation for teaching controversial topics in a
community of inquiry
Simone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary Graham
Part 5: Becoming a Philosophy for Children teacher: Challenges and
opportunities
21. Becoming a Philosophy for Children teacher through informal training:
Challenges, opportunities and conducive conditions
Kei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei Seki
22. Becoming philosophical student teachers
Jude Penny
23. What conflicts do teachers face in the process of transforming their
professional identities through Philosophy for Children in their
first years of practice?
Wakako Good and Eriko Yamabe