This rich collection of essays offers a broad array of perspectives from prominent international â philosophy for/with childrenâ (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula.
This rich collection of essays offers a broad array of perspectives from prominent international â philosophy for/with childrenâ (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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
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
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