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 ID	124448
Article Category	Article
Authors	Curtis, Elizabeth (Author), Lunn Brownlee, Jo (Author) and Spooner-Lane, Rebecca (Author)
Journal Title	Thinking Skills and Creativity
Journal Citation	38, pp. 1-12
Article Number	100711
Number of Pages	12
Year	2020
Place of Publication	United Kingdom
ISSN	1871-1871
	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.
Keywords	Philosophical inquiry; Community of inquiry; Professional development; Thinking skills; Pedagogy
ANZSRC Field of Research 2020	390199. Curriculum and pedagogy not elsewhere classified
Byline Affiliations	Queensland University of Technology
Institution of Origin	University of Southern Queensland

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