Pre-service teachers' epistemic perspectives about philosophy in the classroom: it is not a bunch of 'hippie stuff'

Article


Brownlee, Joanne, Curtis, Elizabeth, Davey Chesters, Sarah, Cobb-Moore, Charlotte, Spooner-Lane, Rebecca, Whiteford, Chrystal and Tait, Gordon. 2014. "Pre-service teachers' epistemic perspectives about philosophy in the classroom: it is not a bunch of 'hippie stuff'." Teachers and Teaching: Theory and Practice. 20 (2), pp. 170-188. https://doi.org/10.1080/13540602.2013.848565
Article Title

Pre-service teachers' epistemic perspectives about philosophy in the classroom: it is not a bunch of 'hippie stuff'

ERA Journal ID20747
Article CategoryArticle
AuthorsBrownlee, Joanne (Author), Curtis, Elizabeth (Author), Davey Chesters, Sarah (Author), Cobb-Moore, Charlotte (Author), Spooner-Lane, Rebecca (Author), Whiteford, Chrystal (Author) and Tait, Gordon (Author)
Journal TitleTeachers and Teaching: Theory and Practice
Journal Citation20 (2), pp. 170-188
Number of Pages19
Year2014
PublisherRoutledge
Place of PublicationMilton Park, United Kingdom
ISSN1354-0602
1470-1278
Digital Object Identifier (DOI)https://doi.org/10.1080/13540602.2013.848565
Abstract

Using epistemic perspectives as a theoretical framework, this study investigated Australian pre-service teachers’ perspectives about knowing, knowledge and children’s learning, as they engaged in a semester-long unit on philosophy in the classroom. During the field experience component of the unit, pre-service teachers were required to teach at least one philosophy lesson. Pre-service teachers completed the Personal Epistemological Beliefs Survey at the beginning and end of the unit. They were also interviewed in focus groups at the end of the semester to investigate their views about children’s learning. Paired sample t-tests were used to explore changes in epistemic beliefs over time. Significant differences were found for only some individual items on the survey. However, when interviewed, pre-service teachers indicated that field experiences helped them consider children as competent ‘thinkers’ who were capable of engaging in philosophy in the classroom. They reported predominantly student-centred perspectives of children’s learning, although a process of adjudication (exploring disagreements and evidence for responses) was lacking in these responses.

Keywordsphilosophy in the classroom; epistemic beliefs; personal epistemology; pre-service teachers; perspectives of children’s learning
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
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Byline AffiliationsQueensland University of Technology
Institution of OriginUniversity of Southern Queensland
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