Building the Professional Capital of the Teachers on Philosophy for Children: A Case Report in China

• In Event: Enhancing Teacher Development and Collaboration in China: Perspectives on Motivation, Equity, and Professional Growth

Abstract

The efficacy of Philosophy for Children (P4C) hinges critically on the proficiency of its educators. This inquiry utilizes the professional capital framework, as delineated by Andy Hargreaves and Michael Fullan (2012), to construct an exhaustive schema for the professional development of P4C instructors. Data were amassed via the Professional Capital Survey for Teachers specializing in Philosophy for Children, coupled with interviews involving 15 educators from seven academic institutions, and classroom observations. By meticulously examining the extant professional capital among P4C educators within the Chinese context, this study proffers empirically substantiated recommendations for in-service training and furnishes robust support for the pervasive dissemination of P4C and the augmentation of pedagogical quality.

Authors

• Zhen-yu Gao, Hangzhou Normal University

• Lu Leng, Jinan University