International Journal of Contemporary Approaches in Education
ISSN (Online): 2979-9872

Research article    |    Open Access
International Journal of Contemporary Approaches in Education 2022, Vol. 1(1) 54-73

Teacher Education With A Distance Education Model In The Period Of Pandemic: P4c Philosophy For Children

Serkan Demir, Elif Vatansever Özkan & Kesra Okumuş

pp. 54 - 73   |  DOI: https://doi.org/10.29329/ijcae.2022.499.4

Publish Date: December 29, 2022  |   Single/Total View: 222/605   |   Single/Total Download: 330/1.023

PDF Download

Abstract

The purpose of this research is to determine the effects of P4C education on the development of teachers' ability to ask the right questions in their classrooms, the development of their method and technical knowledge, the determination of their ability to conduct discussions and their applications. The case study, which is one of the qualitative research designs, was used in the research. The study group of the research consists of 30 teachers working in different schools in Istanbul, who receive education within the scope of Istanbul Provincial Directorate of National Education Teacher Academies. In order to collect the data in the study, the opinion of three experts in the field of educational sciences was taken by the researcher. A semi-structured interview form developed was used. Descriptive analysis was carried out using the NVIVO 8 package program, which is one of the qualitative data analysis programs obtained. When the findings obtained as a result of the research were analyzed, it was determined that teachers were curious about how P4C applications were applied in the classroom, what their effects were on developing thinking skills, which resources and materials they could use in the classroom application process, and what was included in the content of P4C applications.

Keywords: Distance Education Model, Philosophy for Children, Teacher Education

How to Cite this Article?

APA 7th edition
Demir, S., Ozkan, E.V., & Okumus, K. (2022). Teacher Education With A Distance Education Model In The Period Of Pandemic: P4c Philosophy For Children. International Journal of Contemporary Approaches in Education, 1(1), 54-73. https://doi.org/10.29329/ijcae.2022.499.4

Harvard
Demir, S., Ozkan, E. and Okumus, K. (2022). Teacher Education With A Distance Education Model In The Period Of Pandemic: P4c Philosophy For Children. International Journal of Contemporary Approaches in Education, 1(1), pp. 54-73.

Chicago 16th edition
Demir, Serkan, Elif Vatansever Ozkan and Kesra Okumus (2022). "Teacher Education With A Distance Education Model In The Period Of Pandemic: P4c Philosophy For Children". International Journal of Contemporary Approaches in Education 1 (1):54-73. https://doi.org/10.29329/ijcae.2022.499.4

References
  1. Adcock, L., & Bolick, C. (2011). Web 2.0 tools and the evolving pedagogy of teacher education. Contemporary Issues in Technology and Teacher Education, 11(2), 223-236. [Google Scholar]
  2. Alnesyan, A. (2012). Teaching and Le- arning Thinking Skills in The Kingdom of Saudi Arabia: A Case Studies from Seven Pri- mary Schools. Unpublished Ph D. Dissertation. Universty of Exeter, UK. [Google Scholar]
  3. Alwehaibi, Huda. 2012. A proposed program to develop teaching for thinking in pre- service english language teachers. English Language Teaching 5,7: 53- 63. [Google Scholar]
  4. Akan, R. – Bilgin, A. Türkiye'deki Eğitim Kurumlarında Uygulanan Çocuklar İçin Felsefe (Philosophy For Children- P4c) Program Uygulamalarının Öğretmen Görüşlerine Göre Değerlendirilmesi. Kaygı, 21 (2), 2022, 560-592. [Google Scholar]
  5. Barak, M. ve Shakhman, L. (2008). Te- achers and Teaching: Theory and Practice Fostering Hig- her-order Thinking in Science Class: Teachers‘ Reflections. Teachers and Teaching: Theory and Practice, 14(3),191–208 [Google Scholar]
  6. Cassidy, C. & Christie, D. (2013). Philosophy with children: Talking, Thinking and Learning Together. Early Child Development and Care, 183 (8), 1072- 1083. [Google Scholar]
  7. Dilekli, Y.(2015). Öğretmenlerin Düşünmeyi Öğretmeye Yönelik Yaptıkları Sınıf İçi Uygulamalar, Özyeterlik Düzeyleri ve Öğretim Stilleri Arasındaki İlişki. Doktora Tezi. Balıkesir Üniversitesi, Sosyal Bilimler Enstitüsü, Balıkesir. [Google Scholar]
  8. Doherr, E. A. (2000). The Demonstration of Cognitive Abilities Central to Cognitive Behaviour Therapy in Young Children: Examining the Influence of Age and Teaching Method on Degree of Ability, (Yayımlanmamış Doktora Tezi), University of East Anglia. [Google Scholar]
  9. Elmas, R., ve Geban, Ö. (2012). 21. Yüzyıl öğretmenleri için web 2.0 araçları. International Online Journal of Educational Sciences, 4(1), 243-254. [Google Scholar]
  10. Fields, J. (1995). Empirical Data Research into the Claims for Using Philosophy Techniques with Young Children, Early Child Development and Care, 107: 115–128. [Google Scholar]
  11. Fisher, R. (2005). Teaching Children to Think, Nelson Thornes. [Google Scholar]
  12. Geçgel, H., Kana, F., Vatansever, Y. Y. ve Çalık, F. (2020).Türkçe öğretmeni adaylarının çok boyutlu 21. Yüzyıl becerilerinin belirlenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 9(4), 1646-1669 [Google Scholar]
  13. Gimenez-Dası, M., Quintanılla, L., Daniel, M. F. (2013). Improving Emotion Comprehension and Social Skills in Early Childhood through Philosophy for Children, Childhood & Philosophy, 9(17): 63-89. [Google Scholar]
  14. Ghaedi, Y., Mahdian, M., Fomani, F. K. (2015). Identifying Dimensions of Creative Thinking in Preschool Children during Implementation of Philosophy for Children (P4C) Program: A Directed Content Analysis, American Journal of Educational Research, 3(5): 547-551. [Google Scholar]
  15. Haynes, J. ve Murris, K. (2011). The provocation of an epistemological shift in teacher education through philosophy with children. Jornoul of Philsophy of Education, 45(2), 285-303. [Google Scholar]
  16. Imanı, H., Ahghar, G., Naraghı, M. S. (2016). The Role of Philosophy for Children (P4C) Teaching Approach for Improving the Reading Comprehension Skills of Guidance School Female Students, Interdisciplinary Journal of Education, 1(1): 54-59. [Google Scholar]
  17. Johnson, S.& Siegel H. (2010). Teaching thinking skills. 2. bs. ed. Winch, Christopher. London: Continuum International Publishing Group. [Google Scholar]
  18. Jones, H. (2008). Thoughts on Teaching Thinking: Perceptions of Practitioners With A Shared Culture of Thinking Skills Education. Curriculum Journal, 19(4), 309-324. [Google Scholar]
  19. Karadağ, F., Yıldız Demirtaş, V. (2018). Çocuklarla Felsefe Öğretim Programı’nın Okul Öncesi Dönemdeki Çocukların Eleştirel Düşünme Becerileri Üzerindeki Etkililiği. Eğitim ve Bilim Cilt 43, Sayı 195, 19-40 [Google Scholar]
  20. Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemı̇r, N., & Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (19), 220-241. [Google Scholar]
  21. Kızıltan, Ö & Dombaycı, M.A. (2020). Çocuk ve felsefe ı̇lişkisi açısından dört katlı düşünme modeli. Dört Öge, 17, 1-23. [Google Scholar]
  22. Krishan, A. (2010). The Acceptance and Problems Faced by Teachers in Conducting Higher Order Thin- king Skills. MBA Dissertaion. Faculty of Education Universiti Teknologi, Malaysia. [Google Scholar]
  23. Lipman, M., Sharp, A. M., Oscanyan, F. (1980). Philosophy in the Classroom, Philadelphia: Temple University Press. [Google Scholar]
  24. Lipman, M. (2003). Thinking in education. New York: Cambridge University Pres. [Google Scholar]
  25. Mahuyyidin, R., Pihie, Z. A. R, Elias, H. ve Mohd, M. K. (2004). The Incorporation of Thinking Skills in The School Curriculum. Kajian Malaysia, XXII(2), 223- 230. [Google Scholar]
  26. MEB (2018). Sosyal bilgiler dersi öğretim programı (İlkokul ve Ortaokul 4, 5, 6 ve 7. Sınıflar). MEB. Ankara [Google Scholar]
  27. Naraghi, M. S., Ghobadiyan, M., Naderi, E. A., Shariatmadari, A. (2013). “Philosophy for Children (P4C) Program and Social Growth”, Journal of Basic and Applied Scientific Research, 3(5): 398-406. [Google Scholar]
  28. Othman, N. ve Mohamad, K. A. (2014). Thinking Skill Education and Transformational Progress in Malaysia. International Education Studies, 7(4), 22-34. [Google Scholar]
  29. Özdoğan, A. Ç., & Berkant, H. G. (2020). Covid-19 Pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 13-43. [Google Scholar]
  30. Pınar, M. A. & Akgül, D. G. (2020). The Opinions of Secondary School Students About Giving Science Courses with Distance Education During the Covid-19 Pandemic. Journal of Cur- rent Researches on Social Sciences, 10(2), 461-486. [Google Scholar]
  31. Pourtaghia, V., Hosseinib, A., Hejazia, E. (2014). Effectiveness of Implementing Philosophy for Children program on Students’ Creativity, Scientific Journal of Pure and Applied Sciences, 3(6): 375-380. [Google Scholar]
  32. Ramos-Morcillo A.J, Leal-Costa, C., Moral-García J.E., & Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to e- learning education during the first month of confinement due to covid-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519 [Google Scholar]
  33. Sığın, S. (2020). Atatürk İlkeleri ve İnkılap Tarihi dersinin uzaktan eğitim yoluyla verilmesi konusunda öğrenciler ve öğretim elemanları ne düşünüyor? tek durumlu bir örnek olay çalışması. Yayımlanmamış yüksek lisans tezi, Adnan Menderes Üniversitesi. Aydın. [Google Scholar]
  34. Snyder, L.&Snyder M. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education. c. 50. s. 2: 90-99. [Google Scholar]
  35. Uzoğlu, M. (2017). Fen Bilgisi Öğretmen Adaylarının uzaktan eğitime ilişkin görüşleri. Karade- niz Sosyal Bilimler Dergisi, 9(16), 335-351. [Google Scholar]
  36. Virkus, S. (2008).Use of Web 2.0 technologies in LIS education: Experiences at TallinnUniversity, Estonia. Electronic Library and Information Systems,42(3), 262– 274. [Google Scholar]
  37. Wilks, S. (2005). Designing a Thinking Curriculum. Sidney, Avustralia: Acer Press. [Google Scholar]
  38. Yenı̇lmez, K., Turğut, M., & Balbağ, M. Z. (2017). Öğretmen adaylarının uzaktan eğitime yönelik tutumlarının bazı değişkenler açısından incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 91-107. [Google Scholar]
  39. Yılmaz, R., (2014). Çevrimiçi öğrenmede etkileşim ortamının ve üst bilişsel rehberliği akademik başarı, üstbilişsel farkındalık ve işlemsel uzaklığa etkisi. Doktora tezi, Ankara: Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü. [Google Scholar]
  40. Zohar, A. ve Schwartzer, N. (2005) Assessing teachers’ pedagogical knowledge in the context of teaching higher‐ order thinking, International Journal of Science Education, 27(13), 1595-1620. [Google Scholar]
Meta
Vol. 1 (1)
Download
Metric
History
Related

Volume 1 Issue 1

December 2022

All Manuscript

International Journal of Contemporary Approaches in Education

Copyright © 2025 International Journal of Contemporary Approaches in Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC
All elements of this website were created using the BOQ™ - Intelligent Webverse System.