Abstract

KILBY, Ben. Why teachers’ beliefs and values are important in p4c research: an australian perspective. child.philo [online]. 2019, vol.15, e37500.  Epub Jan 02, 2019. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2019.37500.

This paper argues that there is a gap in current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, and particularly in relation to their beliefs and values. This paper will look briefly at what P4C is and its current status in the sphere of education broadly, including empirical studies identifying specific and measurable benefits for the inclusion of P4C in schools. This paper will then discuss recent systemic educational reforms in the State of Victoria in Australia that build towards the inclusions of P4C within Victorian government schools. It will then move on to exploring how teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education by comparing similar studies in other areas of education that have used research on the beliefs and values of teachers to inform their practice and policy implementations. This paper also explores the importance of teachers’ beliefs and values specifically in the context of P4C, identifying the contribution that an analysis of teacher beliefs and values can make. It then concludes by analysing some recent P4C research which has begun to explore teachers’ perspectives, before finishing with future research directions that build on these previous studies which will lay important groundwork for extending the reach of P4C into education systems.

Keywords : filosofia para crianças; pesquisa qualitativa; perspectivas de professores/as; mudança de política; currículo vitoriano..

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