Challenging assumptions and making progress

Prescott, Georgia ORCID logo ORCID: (2016) Challenging assumptions and making progress. In: Anderson, Babs, (ed.) Philosophy for children: theories and praxis in teacher education. Routledge, Taylor & Francis, Abingdon, UK, pp. 122-130. Full text not available from this repository.

(Contact the author)
Official URL:


Our role as teacher educators in higher education (HE) is two-fold. First, we need to educate trainee teachers at their level, and second, we need to educate them about different pedagogies to use in their own classroom with children. Using the community of enquiry or Philosophy for Children (P4C) approach with students can enable us to do both; the student is engaging at their level, while experiencing how the process works as a participant, before going on to consider how to apply this in their classrooms. This approach to teacher training in ITT follows one that was also advocated several years ago by Matthew Lipman.

Item Type: Book Section
Publisher: Routledge, Taylor & Francis
ISBN: 9781138191754
Departments: Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG
Additional Information: Chapter 13 within book. Georgia Prescott is Senior Lecturer in Primary Religious Education at the University of Cumbria, UK.
Depositing User: Anna Lupton
Date Deposited: 11 Apr 2017 13:58
Last Modified: 11 Jan 2024 16:48
Edit Item