Teaching perspectives of philosophical inquiry: Changes to secondary teachers' understanding of student learning and pedagogical practices

Curtis, Elizabeth and Lunn Brownlee, Jo and Spooner-Lane, Rebecca (2020) Teaching perspectives of philosophical inquiry: Changes to secondary teachers' understanding of student learning and pedagogical practices. Thinking Skills and Creativity, 38:100711. pp. 1-12. ISSN 1871-1871


Abstract

Using a case study approach, this study documents the changes in secondary teachers’ perspectives of student learning and pedagogical practices after teaching philosophical inquiry for the first time. Over one school year, focus group interviews and self-reflections in journal entries were collected from four teachers in one independent secondary school in a capital city in Australia. In the discussion, we examine teachers’ move towards a more dialogical classroom discourse, the benefits of collaboration and the impact of the teachers’ pedagogical change on student learning.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 09 Sep 2020 23:45
Last Modified: 25 Nov 2020 05:24
Uncontrolled Keywords: Philosophical inquiry; Community of inquiry; Professional development; Thinking skills; Pedagogy
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified
Identification Number or DOI: https://doi.org/10.1016/j.tsc.2020.100711
URI: http://eprints.usq.edu.au/id/eprint/39420

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