philosophy for/with children (p4wc) and primary education: through the lens of a pre-service teacher reflecting on their practice

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2025.85890

Palabras clave:

formación inicial del profesorado, formación docente, pedagogía, educación primaria, filosofía para/con niños(fpcn)

Resumen

La Filosofía para/con Niños (fpcn) se utiliza ampliamente como enfoque pedagógico en las escuelas. Sin embargo, también puede utilizarse fuera del ámbito escolar y se utiliza cada vez más en la formación inicial del profesorado universitario. Este artículo comparte reflexiones de formadores de docentes en formación que utilizan la fpcn en su institución, ubicada en el sur de Inglaterra, tanto para fomentar la reflexión crítica sobre la educación en sí misma como para compartirla con docentes en formación, con la esperanza de que la apliquen como enfoque pedagógico en sus futuras aulas. Estos formadores comparten y reflexionan sobre un estudio de caso presentado por uno de sus estudiantes, un docente en formación que cursa el último año de la licenciatura en educación primaria en la universidad. En este estudio, el docente comparte una discusión crítica sobre su investigación, explorando la literatura sobre la fpcn y reflexiona sobre su exploración inicial de este enfoque en un aula de primaria. El docente en formación concluye su estudio de caso reconociendo algunos desafíos, pero también con el compromiso de continuar trabajando con la fpcn en el futuro de su carrera. Los educadores en formación concluyen el artículo reflexionando sobre las experiencias de sus estudiantes, el impacto que tuvo el uso de fpcn en esos docentes en formación y el valor de incorporar fpcn en la formación docente.

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Biografía del autor/a

emma goto, University of Winchester

Emma Goto is a former primary school and Early Years teacher. She has been working in pre-service teacher education since 2013. She is currently a Senior Lecturer in primary education at the Institute of Education at the University of Winchester. She teaches and leads modules focused upon Philosophy for/with Children (P4wC), education theory, primary computing, and Early Years education on the undergraduate BA (Hons) Primary Education programme and teaches the primary computing input on the postgraduate (PGCE) Primary Education programme. Emma is also a Level One SAPERE P4C trainer. 

rhiannon love, University of Winchester

Dr Rhiannon Love is former secondary and primary school teacher. She has been working in pre-service teacher education since 2013. She is currently a Senior Lecturer in education at the Institute of Education at the University of Winchester. She is the curriculum lead for the RE input and leads modules in Philosophy for/with Children (P4wC) on the undergraduate BA (Hons) Primary Education and postgraduate PGCE Primary and Secondary programmes. Rhiannon is also a Level One SAPERE P4C trainer. Rhiannon recently completed her doctorate using a P4wC community of enquiry as her principal research method.

aj clarke, Recent Graduate of the University of Winchester

AJ Clarke has recently graduated from the University of Winchester with a Bachelor of Arts in  Primary Education with Qualified Teacher Status. She graduated with 1st Class Honours and received the honorary Swan Prize for her dissertation study. Whilst completing her degree, AJ was introduced to Philosophy for/with Children (P4wC) which led to AJ educating herself about the intricacies of P4wC through literature. She carried this forward into her practice, both as a student and a newly qualified teacher. AJ is at the beginning of her journey utilising P4wC as an approach; however, she is enthusiastic and dedicated to exploring ways in which to use P4wC in the future.

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Publicado

2025-03-26

Cómo citar

GOTO, Emma; LOVE, Rhiannon; CLARKE, Aj. philosophy for/with children (p4wc) and primary education: through the lens of a pre-service teacher reflecting on their practice. childhood & philosophy, Rio de Janeiro, v. 21, p. 01–22, 2025. DOI: 10.12957/childphilo.2025.85890. Disponível em: https://www.e-publicacoes.uerj.br/childhood/article/view/85890. Acesso em: 1 may. 2025.

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Vol. 21 (2025)

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