Disrupting Practitioners’ Identities Through the Thaumatropic Inquiry of Philosophy and Education (Poster 4)

• In Event: Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies Structured Poster Session

Abstract

This study describes the qualitative findings of educators' experience in professional development related to ethics and philosophy in the classroom. Each participant attended a graduate course in philosophy of education which engaged controversy, complexity and ambiguity in the classroom. The findings provide clarity as to why educators resist philosophical inquiry and ethical dilemmas in the classroom and how teacher educators and professional development providers can more effectively prepare educators to lead philosophical inquiry and ethical dilemmas in the classroom. Specifically, this study highlights the professional identity work that must occur for educators to feel confident embarking on such a curriculum.

Authors

• Jessica Heybach, Western Michigan University

• Austin J. Pickup, Aurora University