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ERIC Number: ED524657
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 39
Philosophy for Children: Towards Pedagogical Transformation
Scholl, Rosie; Nichols, Kim; Burgh, Gilbert
Australian Teacher Education Association, Paper presented at the Annual Conference of the Australian Teacher Education Association (ATEA) (Albury, Jun 28-Jul 1, 2009)
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. (Contains 2 tables.)
Australian Teacher Education Association. e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Teacher Education Association (ATEA)
Identifiers - Location: Australia