When Teachers Philosophize on their Practice: Collaborative Inquiry Research and the Professional Development of Teachers

Abstract

Introduction:  The reflections presented in this article stem on a research-project carried out with elementary teachers, and are based on transcriptions of what we call «reflexive practices». These transcriptions are part of a larger research conducted in collaboration with a group of teachers that use the approach of Philosophy for Children. These two elements, research in education, based on the reflective practice of teachers, and the educational use of the approach of Philosophy for Children have mutually enhanced each other during the course of our research.