Philosophy with Children and Teacher Education 1st Edition 2022 Softbound by Kizel, Arie, Taylor and Francis Ltd

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Taylor and Francis Ltd Philosophy with Children and Teacher Education 1st Edition 2022 Softbound by Kizel, Arie

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._x000D__x000D_The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training-a central subject in today's educational world._x000D__x000D_Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area._x000D_ _x000D_ About the editor_x000D_ _x000D_ List of contributors_x000D_ _x000D_ Editor introduction _x000D_ _x000D_ Part 1: Transforming teacher education and teacher training with Philosophy for/with Children_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Teacher Education: Developments, characteristics, and challenges_x000D_ Ayelet Becher_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Philosophy for/with Children, Teacher Training, and value transmission: Contradictions, problems, and a solution_x000D_ Viktor Gardelli_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Using Philosophy for/with Children in initial Teacher Education as a pedagogical approach to challenge neoliberalism in education_x000D_ Rhiannon Love_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ The teacher in a community of (philosophical) inquiry: "Sage on the side and guide on the stage"_x000D_ Laurance J. Splitter_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Philosophy for/with Children and teachers' perspectives: the need to understand teachers' beliefs and values_x000D_ Ben Kilby_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Transforming Teacher Education with Philosophy for Children_x000D_ Lizzy Lewis_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Philosophical teaching-and-learning: Professional development for every teacher_x000D_ Roger Sutcliffe_x000D_ _x000D_ Part 2: Between professional knowledge, assessment, and professional development _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Moving beyond official prescriptions towards a professional pedagogy of reasoning and dialogue in initial teacher education_x000D_ Roger Sutcliffe and Diane Swift_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Committing to concepts: making explicit the significance of philosophical dialogues in the professional formation of teachers_x000D_ Diane Swift_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Training Philosophy for Children Facilitators via technology and peer assessment_x000D_ Keith J. Topping_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Teacher interventions in the community of philosophical inquiry: Standards-referenced assessment tools_x000D_ Janette Poulton_x000D_ _x000D_ Part 3: Embedding Philosophy for/with Children to Teacher Education _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Embedding Philosophy for/with Children in initial Teacher Education: a stealth model_x000D_ Rhiannon Love and Emma Gogo_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Integrating Philosophy for/with Children within a final year teacher education curriculum in South Africa_x000D_ Lena Green and Janet Condy_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ From philosophy in school to a philosophy school: philosophy workshops to revive the thirst for knowledge_x000D_ Edwige Chirouter_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Contagious commitment: what might a Philosophy for Children summer camp offer Teacher Education programs?_x000D_ Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan T. Gardner _x000D_ _x000D_ _x000D_ _x000D_ Part 4 _x000D_ _x000D_ Challenging the curriculum with philosophical topics_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Philosophy from the corners: Incorporating philosophical inquiry into a crowded curriculum_x000D_ Wendy C. Turgeon_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Education in the context of uncertainty _x000D_ Susan T. Gardner_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Philosophising with children: Uncertainty as a challenge for teachers and a learning opportunity in an age of risk_x000D_ Kerstin Michalik_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Philosophy for/with Children and learning for sustainability: Lessons for teachers_x000D_ Claire Cassidy_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Rethinking teacher preparation for teaching controversial topics in a community of inquiry_x000D_ Simone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary Graham_x000D_ _x000D_ Part 5: Becoming a Philosophy for Children teacher: Challenges and opportunities _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Becoming a Philosophy for Children teacher through informal training: Challenges, opportunities and conducive conditions_x000D_ Kei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei Seki_x000D_ _x000D_ _x000D_ _x000D_ _x000D_ Becoming philosophical student teachers_x000D_ Jude Penny _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ What conflicts do teachers face in the process of transforming their professional identities through Philosophy for Children in their first years of practice?_x000D_ _x000D_ Wakako Good and Eriko Yamabe_x000D_