期刊論文
The impact of philosophy for children on teachers’ professional development
EdLink- The impact of philosophy for children on teachers’ professional development
- Routledge
- 2021
-
- Hong Kong
-
- 1997.7 onwards
-
- 專上教育
- Dialogic teaching has been demonstrated to be conducive to the development of such important competencies and skills as creativity, communication skills, and critical thinking skills. However, the literature confirms that teacher-student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades, and countries. This article reports the results of a study that assesses the effectiveness of a Philosophy for Children (P4C) programme in facilitating the development of dialogic and inquiry teaching in teachers in Hong Kong. In the study, training and support were provided for teachers to enable them to teach P4C to their students during Integrated Humanities and English lessons. P4C was found to help increase the teachers’ effectiveness in the classroom in terms of their ability to engage in dialogic and inquiry teaching, to develop relevant curricular materials for such teaching, to reflect on their own teaching, to recognise their students’ capacity for constructing knowledge through dialogic inquiry, to transfer the teaching strategies learned in P4C to other non-P4C lessons, and to identify and analyse philosophical concepts in the school curriculum. The findings of this study suggest that P4C plays a significant role in promoting the professional development of teachers. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
-
- 英文
- 期刊論文
-
- 13540602
- https://bibliography.lib.eduhk.hk/tc/bibs/30b4b3af
- 2021-12-03
最近的期刊論文
深圳、香港、臺北幼兒園教師工資待遇比較分析期刊論文
Factors affecting university students’ generative AI literacy: Evidence and evaluation in the UK and Hong Kong contexts期刊論文
香港幼稚園現有課程統整模式的可行性分析期刊論文
The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students期刊論文
Enhancing academic writing in a linguistics course with generative AI: An empirical study in a higher education institution in Hong Kong期刊論文
Enhancing university students’ engagement in studying assistive technology by case-based active learning: A pilot study in Hong Kong期刊論文
Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students期刊論文
Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachers期刊論文