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

Article


Curtis, Elizabeth, 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, pp. 1-12. https://doi.org/10.1016/j.tsc.2020.100711
Article Title

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

ERA Journal ID124448
Article CategoryArticle
AuthorsCurtis, Elizabeth (Author), Lunn Brownlee, Jo (Author) and Spooner-Lane, Rebecca (Author)
Journal TitleThinking Skills and Creativity
Journal Citation38, pp. 1-12
Article Number100711
Number of Pages12
Year2020
Place of PublicationUnited Kingdom
ISSN1871-1871
1878-0423
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tsc.2020.100711
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S1871187120301851
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.

KeywordsPhilosophical inquiry; Community of inquiry; Professional development; Thinking skills; Pedagogy
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
Byline AffiliationsQueensland University of Technology
Institution of OriginUniversity of Southern Queensland
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