2019
DOI: 10.12957/childphilo.2019.37500
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'why teachers’ beliefs and values are important in p4c research: a victorian perspective

Abstract: This paper argues that there is an absence of current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its current mandated status in the education system in the state of Victoria, Australia. It will then move to exploring how the study of teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education, particularly in the… Show more

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Cited by 4 publications
(1 citation statement)
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“…Işıklar & Öztürk (2022) and Jones (2015) and Kiyarsi (2017) states that in a society that makes inquiries, students are aware of their self-awareness and social awareness skills and are in a socially positive relationship with their peers. Kilby (2019) and Paine (2012) stated that philosophy education for children motivates students towards the lesson, makes the lesson more interesting and provides understanding of the subject. Philosophy education for children provided success in students' participation in the course, in their satisfaction with the subject and also their motivation.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Işıklar & Öztürk (2022) and Jones (2015) and Kiyarsi (2017) states that in a society that makes inquiries, students are aware of their self-awareness and social awareness skills and are in a socially positive relationship with their peers. Kilby (2019) and Paine (2012) stated that philosophy education for children motivates students towards the lesson, makes the lesson more interesting and provides understanding of the subject. Philosophy education for children provided success in students' participation in the course, in their satisfaction with the subject and also their motivation.…”
Section: Conclusion and Discussionmentioning
confidence: 99%