Tillin, Jane; Tillin, J (2019). Philosophy for Children – a transformative pedagogy for initial teacher education? University College London (UCL): London, UK.

Text P4C - A transformative pedagogy for ITE.pdf - Other Access restricted to UCL open access staff Download (704kB)

Abstract

Philosophy for Children (P4C) is a pedagogical approach to teaching and learning which focuses on the development of children’s caring, collaborative, critical and creative thinking skills (Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE) 2019). At the heart of this approach is the community of enquiry, where children work together to generate and discuss philosophical questions in response to a stimulus (Kilby 2019). Since P4C’s inception in 1970s America (Lipman 2003), research has evidenced the positive impact of engagement with P4C on pupil attainment and social and emotional development. However, there is only limited evidence which considers how P4C influences teacher beliefs and research which seeks to explore the value of this approach for trainee teachers is largely anecdotal (Lewis and Robinson 2017). This research provides an initial exploration of trainee teacher perspectives following their engagement with SAPERE level 1 P4C training and early classroom practice. Findings indicate a value in trainees learning about the pedagogy of P4C at this early stage in their classroom practice. However, recognising the limitations of time frame and scale, the research begins to draw just tentative conclusions which will inform a longitudinal study.

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