Promoting Student Teachers' Reflections through a Philosophical Community of Enquiry Approach (PCOE)

Autor/in	Demissie, Fufy
Titel	Promoting Student Teachers' Reflections through a Philosophical Community of Enquiry Approach (PCOE)
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 12, Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teachers; Reflection; Communities of Practice; Educational Philosophy; Thinking Skills; Role; Dialogs (Language); Student Teacher Attitudes; Teaching Methods; Teacher Education; Interviews; Inquiry; Learning Processes; Case Studies; Freehand Drawing; Seminars; Questionnaires + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Community; Bildungsphilosophie; Erziehungsphilosophie; Denkfähigkeit; Rollen; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Drawing; Zeichnen; Seminar; Fragebogen
Abstract	This article outlines how student teachers' experiences of a philosophical community of enquiry (PCoE) facilitated their pedagogical reflections. Although reflection occupies an important place in teacher education curricula and pedagogy, it is a contested and problematic concept. In this study, a group of second year student teachers took part in a module based on Matthew Lipman's Philosophy for Children (P4C) programme, designed to improve children's thinking through a PCoE. Using data from a series of reflective activities and an in-depth interview, I examined if and how student teachers' experiences of PCoE facilitated their readiness to reflect on pedagogical concepts such as the role of dialogue and inquiry in learning. The findings show that most had reconsidered/questioned their views, suggesting that giving student teachers experience of PCoE type of learning contexts could open up alternative ways of promoting reflection. The findings from this practitioner enquiry provide teacher educators with useful insights into the potential of a PCoE approach/orientation for promoting student teachers' reflective thinking. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01