Please use this identifier to cite or link to this item:

Philosophy for Teachers (p4t): A Study of the Philosophy for Children Hawai‘i (p4cHI) Educational Framework Applied in Pre-Service Teacher Education.

File Size Format  
2017-05-phd-bush.pdf 2.03 MB Adobe PDF View/Open

Item Summary

Title:Philosophy for Teachers (p4t): A Study of the Philosophy for Children Hawai‘i (p4cHI) Educational Framework Applied in Pre-Service Teacher Education.
Authors:Bush, Kirsten S.
Contributors:Education (department)
Date Issued:May 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:Teacher candidates enter into teacher education programs with perceptions toward learning, teaching, and education due to societal influences as well as their own educative experiences. The foundations of a teacher education course can also greatly influence the development of teacher candidates’ own pedagogical approaches. It is for these reasons that this study explores how socially-constructed perceptions of education contribute to the development of teacher candidates’ emerging teacher identities and philosophies of education. To more deeply understand the impact teacher education courses can have on teacher candidates, this dissertation explores a specific educational approach, philosophy for children (p4cHI), used in pre-service teacher education courses, to understand the impact the approach has on teacher candidates’ mindsets toward teaching and education.
The literature review explores the background, philosophical foundations and practices of p4cHI and the aims of a philosopher’s pedagogy while also reviewing social constructs inherent in various teacher education programs. The phenomenological lens in alignment with a crystallization framework provide an in-depth analysis of what happens in teacher education courses taught through philosopher’s pedagogies. The evidence demonstrates both positive impacts and challenges of participating in a teacher education course taught through a philosopher’s pedagogy. Although there was a strong appreciation for the p4cHI approach, the evidence revealed a conflict between teacher candidates’ desire to use a p4cHI approach as part of their own developing pedagogies and socially-constructed perceptions of the expectations of teaching.
The study concludes with a proposal based on the research that advocates for teacher education programs to conceive of teaching teachers as a philosophical endeavor. The proposal for philosophy for teachers (p4t) encourages opportunities for meaningful collaboration, philosophical inquiry, and reflection in order to bring the joy and wonder into teaching. Although p4t aims to enable teachers to more thoughtfully develop their own philosopher’s pedagogies, it also intends to ignite a philosophical shift in perceptions of education.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Education

Please email if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.