Czech primary school teachers’ experience with the Philosophy for Children (P4C) approach

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-09-20 DOI:10.1080/0305764x.2023.2255540

Ivo Jirásek, Kateřina Jágerová

引用次数: 0

Abstract

The study presents the basic features of the Philosophy for Children (P4C) pedagogical approach and asks about the experiences of Czech primary school teachers in using it. The empirical investigation of qualitative design is based on interviews (n = 4) and their analysis using the Interpretative Phenomenological Analysis (IPA) method. The results point to the benefits of incorporating P4C into the primary school curriculum, especially in the development of children’s thinking, communication and social skills, in the transformation of the teacher’s role into a facilitator and in the deepening of teacher–student relationships into a partnership.

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捷克小学教师运用儿童哲学(P4C)方法的经验

本研究介绍了P4C教学法的基本特征，并询问了捷克小学教师使用P4C教学法的经验。定性设计的实证调查基于访谈(n = 4)，并使用解释现象学分析(IPA)方法进行分析。结果表明，将P4C纳入小学课程的好处，特别是在儿童思维、沟通和社交技能的发展方面，在将教师角色转变为促进者以及将师生关系深化为伙伴关系方面。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.