porqué las creencias y valores de maestras e maestros son importantes en la investigación en filosofía para niños (fpn): una perspectiva australiana
DOI:
https://doi.org/10.12957/childphilo.2019.37500Palabras clave:
filosofía para niños, investigación cualitativa, perspectivas docentes, cambio de política, currículum victorianoResumen
Este texto sostiene que existe una brecha en la investigación actual en Filosofía para niños (FpN) que se centra en las perspectivas de los docentes, y particularmente en relación con sus creencias y valores. Este artículo analizará brevemente qué es FpN y su estado actual en el ámbito de la educación en general, incluidos los estudios empíricos que identifican beneficios específicos y medibles para la inclusión de FpN en las escuelas. Este texto luego discutirá las recientes reformas educativas sistémicas en el estado de Victoria en Australia que se desarrollan para favorecer inclusiones de FpN dentro de escuelas públicas en Victoria. Luego continuará explorando cómo las perspectivas de los docentes, a través del análisis de sus creencias y valores, agregan un valor significativo en la educación al comparar estudios similares en otras áreas de la educación que han utilizado la investigación sobre las creencias y valores de los docentes para informar su práctica y las implementaciones de políticas públicas. Este artículo también explora la importancia de las creencias y valores de maestros específicamente en el contexto de FpN, identificando la contribución que puede hacer un análisis de las creencias y valores de maestros y maestras. Luego concluye con el análisis de algunas investigaciones recientes de FpN que han comenzado a explorar las perspectivas de los docentes, antes de terminar con direcciones para futuras investigaciones que se basan en estos estudios previos que sentarán una base importante para extender el alcance de FpN a los sistemas educativos.Descargas
Citas
Alverman, D., E,, & Hayes, D., A,. (1989). Classroom Discussion of Content Area Reading Assignments: An Intervention Study. Reading Research Quarterly, 24, 305-335.
Biesta, G. (2011). Philosophy, Exposure, and Children - How to resist the
instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45(2), 305-319.
Biesta, G., & Tedder, M. (2006). How is Agency Possible? Towards an Ecological Understanding of Agency-as-Achievement,.
Bråten, I., Muis, K. R., & Reznitskaya, A. (2017). Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration? Educational Psychologist, 52(4), 253-269. doi:10.1080/00461520.2017.1341319
Buehl, M. M., & Fives, H. (2016). The Role of Epistemic Cognition in Teacher Learning and Praxis. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 247-264). New York: Routledge.
Cam, P. (2012). Teaching Ethics in Schools. Camberwell: ACER Press.
Cam, P. (2016). A Philosophical Approach to Moral Education. Journal of Philosophy in Schools, 3(1).
Camhy, D., G. (2007). Can We Philosophise a Strategy Against Xenophobia and Racism? In E. Marshal, T. Dobashi, & B. Weber (Eds.), Ethical Reflection Competence in the Basic School Age Concepts of Philosophising with Children. Frankfurt: Peter Lang.
Canuto, A., T,. (2015). Reflections on Theory and Pedagogy of Challenges in Facilitating Children's Dialogues in the Community of Inquiry. International Journal of Whole Schooling, 11(1).
de la Garza, M. (2009). Identity and Education in an Intercultural Setting. In E. Marshal, T. Dobashi, & B. Weber (Eds.), Children Philosophise Worldwide: Theoretical and Practical Concepts (pp. 645-654). Frankfurt: Peter Lang.
Dinham, S. (2016). Leading, Learning and Teaching. Camberwell: ACER Press.
Education Endowment Foundation. (2016). SAPERE: Philosophy for Children - Effectiveness Trial. Retrieved from https://educationendowmentfoundation.org.uk/our-work/projects/saperephilosophy-for-children-effectiveness-trial/
Golding, C. (2014). A Handy Account of Philosophy in Schools. Journal of Philosophy in Schools, 1(1), 68-88.
Gorard, S., Siddiqui, N., & Huat See, B. (2015). Philosophy for Children: Evaluation Report and Executive Summary. Retrieved from Durham:
Gregory, M. (2009). Normative Dialogue Types in Philosophy for Children. In E. Marshal, T. Dobashi, & B. Weber (Eds.), Children Philosophise Worldwide: Theoretical and Practical Concepts (pp. 337-352). Frankfurt: Peter Lang.
Hammer, D., & Schifter, D. (2001). Practices of Inquiry in Teaching and Research. Cognition and Instruction, 19, 441-478.
Hand, M., & Winstanley, C. (2008). Introduction. In M. Hand & C. Winstanley (Eds.), Philosophy in Schools. London: Continuum International Publishing Group.
Haynes, J. (2008). Children as Philosophers (2 ed.). London: Routledge.
Haynes, J., & Murris, K. (2011). The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children. Journal of Philosophy of Education, 45(2), 285-303.
Jewell, P. (2005). Autonomy and Liberalism in a Multicultural Society. International Education Journal, 6(4).
Johnstone, O. (2017). Teachers’ Perspectives of Lower Secondary School Students in Streamed Classes – A Western Australian Case Study. Educational Studies, 1-18.
Juzwik, M., M, , Sherry, M., B, , Caughlan, S., Heintz, A., & Borsheim-Black, C. (2012). Supporting Dialogically Organised Instruction in an English Teacher Preparation Program: A Video-based, Web 2.0-mediated Response and Revision Pedagogy. Teachers College Record, 114(3), 1-42.
Kennedy, D. (1990). Hans-Georg Gadamer's Dialectic of Dialogue and the Epistemology of the Community of Inquiry. Analytic Teaching, 11(1).
Kennedy, N. (2007). Philosophy for Children and Mathematics Teaching and Learning: Insights, Models, Possibilities. In E. Marshal, T. Dobashi, & B. Weber (Eds.), Children Philosophise Worldwide: Theoretical and Practical Concepts. Frankfurt: Peter Lang. Kohan, W., Murris, K., Mostert, P., Sutcliffe, R., D’Olimpio, L., & Worley, P. (2017, 30 June). What Does P4C Capture. Paper presented at the 18th International Council of
Philosophical Inquiry with Children, Madrid.
Leat, D. (1999). Rolling the Stone Uphill: Teacher Development and the Implementation of Thinking Skills Programmes. Oxford Review of Education, 25(3), 387-403.
Lipman, M., & Bynum, T. (1976). Philosophy for Children. Oxford: Blackwell.
Marble, S., Finley, S., & Ferguson, C. (2000). Understanding Teachers’ Perspectives on Teaching and Learning: A Synthesis of Work in Five Study Sites. Austin: Southwest Educational Development Laboratory.
Menter, I., & Hulme, M. (2013). Developing the Teacher – or Not? In M. Priestley & G. Biesta (Eds.), Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury.
Moriyón, F. G., Robello, I., & Colom, R. (2005). Evaluating Philosophy for Children: A Meta-Analysis. Thinking: The Journal of Philosophy for Children, 17(4).
Murris, K. (2016). The Posthuman Child: Educational Transformation Through Philosophy with Picturebooks. Abingdon: Routledge.
Murris, K. (2017). P4C and Picturebooks. History, Theory and Practice of Philosophy for Children: International Perspectives, 81.
Newell-Jones, K. (2012). Wiser Wales: Developing Philosophy for Children (P4C) in Different School Contexts in Wales 2009-2012. Cardiff: Council for Education in World Citizenship.
Nguyen, K., Anderson, R., C,, Waggoner, M., & Rowel, B. (2007). Using Literature Discussions to Reason through Real Life Dilemmas: A Journey Taken by One Teacher and Her Fourth-Grade Students. In R. Horowitz (Ed.), Talking Texts: Knowing the World through the Evolution of Instructional Discourse (pp. 187-206). Hillsdale: Erlbaum Associates.
Niyozov, S., & Pluim, G. (2009). Teachers' Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research. Curriculum Inquiry, 39(5), 637-377.
O'Riordan, N. (2015). Implementing P4C in the Primary Classrom: Some Fuzzy Predictions. Journal of Philosophy in Schools, 2(2), 30-47.
Pietzner, J. (2014). Expanding Their Horizons: Hermeneutic Practices and Philosophising with Children. (PhD Thesis), The University of Melbourne, Melbourne.
Poulton, J. (2014). Identifying a K-10 Developmental Framework for Teaching Philosophy. Educational Philosophy and Theory, 46(11), 1238-1242.
Priestley, M. (2011). Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change. Pedagogy, Culture and Society, 19, 221-238.
Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as Agents of Change: Teacher Agency and Emerging Models of Curriculum. In M. Priestley & G. Biesta (Eds.), New Trends in Curriculum Policy and Practice. London: Bloomsbury.
Reznitskaya, A., & Wilkinson, I., A, G,. (2017/2018). Truth Matters: Teaching Young Students to Search for the Most Reasonable Answer. Phi Delta Kappan, 99(4), 33-38.
SAPERE. (2006a). Excellence in Cities Action Zone Case Study, in P4C Report for the Innovations Unit. Retrieved from http://www.sapere.org.uk
SAPERE. (2006b). Liptai, in P4C Report for the Innovations Unit. Retrieved from http://www.sapere.org.uk
SAPERE. (2006c). Shine Trust Report, in P4C Report for the Innovations Unit. Retrieved from http://www.sapere.org.uk
Scholl, R. (2014). 'Inside-out Pedagogy': Theorising Pedagogical Transformation through Teaching Philosophy. Australian Journal of Teacher Education, 39(6), 88-106.
Sharp, A. M. (2009). Caring Thinking and Education of the Emotions. In E. Marshal, T. Dobashi, & B. Weber (Eds.), Children Philosophise Worldwide: Theoretical and Practical Concepts (pp. 411-420). Frankfurt: Peter Lang.
Shipman, V. (1982). Evaluation of the Philosophy for Children Program in Bethlehem, Pennsylvania. Thinking: The Journal of Philosophy for Children, 4(1), 37-40
Sinnema, C., & Aitken, G. (2013). Emerging International Trends in Curriculum. In M. Priestley & G. Biesta (Eds.), New Trends in Curriculum Policy and Practice. London: Bloomsbury.
State Government of Victoria. (2017). Principles of Learning and Teaching: Principle 4. Retrieved from
http://www.education.vic.gov.au/school/teachers/support/Pages/principle4.aspx
Topping, K., & Trickey, S. (2007a). Collaborative Philosophical Enquiry for School Children: Cognitive Gains at two-year follow-up. British Journal of Educational Psychology, 77(4).
Topping, K., & Trickey, S. (2007b). Collaborative Philosophy Enquiry for School Children: Cognitive Effects at 10-12 Years. British Journal of Educational Psychology, 77(2).
Topping, K., & Trickey, S. (2007c). Impact of Philosophical Enquiry of School Students' Interactive Behaviour. Thinking Skills and Creativity, 2(2).
Trickey, S., & Topping, K. (2004). Philosophy for Children: A Systematic Review. Research Papers in Education, 19(3).
Trickey, S., & Topping, K. (2006). Collaborative Philosophical Enquiry for School Children: Socio-emotional effects at 10-12 years. School Psychology International, 27(5).
Trickey, S., & Topping, K. (2007). Collaborative Philosophical Enquiry for School Children: Participate evaluation at 11-12 years. Thinking: The Journal of Philosophy for Children, 18(3).
Turvey, K. (2013). Narrative Ecologies: Teachers as Pedagogical Toolmakers. New York: Routledge.
VCAA. (2016a). Learning Areas and Capabilities. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculumdesign/learning-areas-and-capabilities
VCAA. (2016b). The Victorian Curriculum F-10. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/.
Victorian Association of Philosophy in Schools. (2017). Victorian Schools Offering Philosophy. Retrieved from http://vaps.vic.edu.au/resources/victorian-schoolsoffering-philosophy
Weber, B. (2009). Hans-Georg Gadamer and the Arts of Understanding. In E. Marshal, T. Dobashi, & B. Weber (Eds.), Children Philosophise Worldwide: Theoretical and Practical Concepts (pp. 307-322). Frankfurt: Peter Lang.
Wilkinson, I., Reznitskaya, A., Bourdage, K., Oyler, J., Glina, M., Drewry, R., . . . Nelson,
K. (2017). Toward a More Dialogic Pedagogy: Changing Teachers’ Beliefs and Practices Through Professional Development in Language Arts Classrooms. Language and Education, 31(1), 65-82.
Winstanley, C. (2008). Philosophy and the Development of Critical Thinking. In M. Hand & C. Winstanley (Eds.), Philosophy in Schools. London: Continuum International Publishing Group
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
el copyright de cada artículo pertenece a cada autor. childhood & philosophy tiene el derecho a la primera publicación. el permiso de reimprimir cualquier artículo que haya aparecido en la revista necesita de la autorización escrita del autor. en adisión a cualquier forma de reconocimiento requerido por el autor el siguiente aviso debe ser añadido a la declaración de permiso en la reimpresión (con los números apropiados a los puntos suspensivos): [título del artículo] fue publicado originalmente en la infancia y la filosofía, tomo ..., número ..., pp. ...-...
