Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations Effects, Difficulties, and Recommendations

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Nihan Akkocaoğlu Çayır

Abstract

It is necessary to realize widespread and effective implementation of philosophy for children (P4C) in teacher education. Learning the views of teacher candidates and identifying implementation-related difficulties can help determine the content of such education. Thus, thirty teacher candidates who participated in an elective P4C course were studied. Data obtained through a qualitative study showed that the candidates struggled to ask questions, conduct debates, and associate philosophy with curricula. However, their perceptions of childhood and philosophy changed positively. In order for P4C teacher education to succeed, the importance of philosophical knowledge and perspectives should be emphasized, discussion and questioning processes should be analyzed, and candidates should receive feedback and have opportunities for practice and self-assessment.

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AKKOCAOĞLU ÇAYIR, Nihan. Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations. International Electronic Journal of Elementary Education, [S.l.], v. 11, n. 2, p. 173-180, jan. 2019. ISSN 1307-9298. Available at: <https://www.iejee.com/index.php/IEJEE/article/view/598>. Date accessed: 23 mar. 2019.
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