A philosophy for children approach to professional development of teachers

Research output: Contribution to journalArticlespeer-review

Abstract

Dialogic teaching has been demonstrated to be conducive to the development of important competencies and skills such as creativity, communication skills and critical thinking skills. Yet, the literature confirms that teacher–student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades and countries. This article reports the results of a study that evaluates the effectiveness of a Philosophy for Children (P4C) programme in facilitating the development of dialogic and inquiry teaching in teachers in Hong Kong. In the study, training and support were provided for teachers to enable them to teach P4C to their students during Integrated Humanities and English lessons. P4C was found to help enhance the teachers’ effectiveness in the classroom in terms of their ability to engage in dialogic and inquiry teaching. The findings of this study suggest that P4C plays a significant role in promoting the professional development of teachers. Copyright © 2022 University of Cambridge, Faculty of Education.
Original languageEnglish
JournalCambridge Journal of Education
Early online date16 Apr 2022
DOIs
Publication statusE-pub ahead of print - 16 Apr 2022

Citation

Lam, C.-M. (2022). A philosophy for children approach to professional development of teachers. Cambridge Journal of Education. Advance online publication. doi: 10.1080/0305764X.2022.2056143

Keywords

  • Philosophy for children
  • Teachers’ professional development
  • Dialogic and inquiry teaching
  • Teachers’ attitude
  • Hong Kong

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