Amiri, J. (2021). The Relationship between Teachers' Professional Development and Academic Performance with Emphasis on the Mediating Role of Secondary School Boys' Bonding. Management and Educational Perspective, 3(1): 139-166. (in Persian) https://doi.org/
10.22034/jmep.2021.275602.1053
Boyraz, C.; Turkcan, B. (2021). Development of a Primary School Teacher on Philosophy with Children: An Action Research.
International Electronic Journal of Elementary Education, 13(4): 491-510 DOI:
10.26822/iejee.2021.207
Brahman, M.; Khodabakhshi Saedeghabadi, F. (2018). Teaching philosophy for children. The Journal of New Advances in Behavioral Sciences, 2(9): 90-104. (in Persian)
http://ijndibs.com/article-1-83-fa.html
Cayır, N. A. (2019). Philosophy for children in teacher education: Effects, difficulties, and recommendations.
International Electronic Journal of Elementary Education, 11(2):173-180. DOI:
10.26822/iejee.2019248591
Dalgar, G. (2017).
Examining the effect of visual art education programme on the critical thinking skills of preschool children
[Unpublished doctoral dissertation]. Gazi University, Graduate School of Social Sciences, Ankara, Turkey.
https://doi.org/10.2307/1320854
Direk, N. (2013). philosophy for children. Pan Publishing.
Ferguson, L. E. I. L. A.; Braten, I. (2018). Student teachers’ beliefs about learning, teaching, and teaching knowledge.
Teacher Education Practice, 31(3): 348. DOI:
10.1348/000709901158398
Giraldo, F. (2021). A reflection on initiatives for teachers’ professional development through language assessment literacy.
Profile Issues in TeachersProfessional Development, 23(1): 197-213. DOI:
10.15446/profile.v23n1.83094
Green, L.; Condy, J.; Chigona, A. (2012). Developing the language of thinking within a classroom community of inquiry: pre-service teachers’ experiences.
South African Journal of Education, 32(3): 319-330. DOI:
10.15700/saje.v32n3a583
Isiklar, S.; Ozturk, Y. A. (2022). The effect of philosophy for children (P4C) curriculum on critical thinking through philosophical inquiry and problem-solving skills.
International Journal of Contemporary Educational Research, 9(1): 130-142.
https://doi.org/10.33200/ijcer.942575.
Kathard, H.; Pillay, D.; Pillay, M. (2015). A study of teacher–learner interactions: A continuum between monologic and dialogic interactions.
Language, speech, and hearing services in schools, 46(3): 222-241. DOI:
10.1044/2015_LSHSS-14-0022
Kilinc, A.; Demiral, U.; Kartal, T. (2017). Resistance to dialogic discourse in SSI teaching: The effects of an argumentation‐based workshop, teaching practicum, and induction on a preservice science teacher.
Journal of Research in Science Teaching, 54(6): 764-789.
https://doi.org/10.1002/tea.21385
Kizel, A. (2021). Against the Excluded Voices: The Challenges of Philosophy for Children in a Multi-Narratival Educational System. IchundWeltverknüpfen, 173.
Lee, C. B. (2010). Generating synergy between conceptual change and knowledge building.
Human Development, 53(3): 134-152. DOI:
10.1159/000315170
Li, L. (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms.
Thinking Skills and Creativity, 6(3): 146–158. DOI:
10.1016/j.tsc.2011.05.001
Mutlu, E. (2010).
Investigating the thinking levels of children in early childhood period (60-72 months) and attitudes of preschool teachers related to thinking education. [Unpublished master dissertation]. Canakkale Onsekiz Mart University, Graduate School of Social Sciences, Canakkale, Turkey.
https://doi.org/10.33200/ijcer.942575
Prescott, G. (2016). Challenging assumptions and making progress. in
Philosophy for Children. Routledge. 122-130. DOI:
10.4324/9781315640310-13
Sancar, R.; Atal, D.; Deryakulu, D. (2021). A new framework for teachers’ professional development.
Teaching and Teacher Education, 101(2): 103305. DOI:
10.1016/j.tate.2021.103305
Scholl, R.; Nichols, K.; Burgh, G. (2016). Connecting learning to the world beyond the classroom through collaborative philosophical inquiry.
Asia-Pacific Journal of Teacher Education, 44(5):436-454.
https://doi.org/10.1080/1359866X.2015.1095279
Tmone-Turkish Ministry of National Education. (2013). The curriculum of preschool education. Ankara, Turkey.
Topping, K. J.; Trickey, S. (2007). Impact of philosophical enquiry on school students’ interactive behaviour.
Thinking Skills and Creativity, 2(2): 73-84. DOI:
10.1016/j.tsc.2007.03.001
Tsiotakis, P.; Jimoyiannis, A. (2016). Critical factors towards analysing teachers' presence in on-line learning communities.
The Internet and Higher Education, 28(4): 45-58. DOI:
10.1016/j.iheduc.2015.09.002
Wu, C. (2021). Training teachers in China to use the philosophy for children approach and its impact on critical thinking skills: A pilot study.
Education Sciences, 11(5): 206. DOI:
10.3390/educsci11050206
Zhang, N.; Liu, Q.; Zhu, J.; Wang, Q.; Xie, K. (2020). Analysis of temporal characteristics of collaborative knowledge construction in teacher workshops.
Technology, Knowledge and Learning, 25(2): 323-336.
https://doi.org/10.1007/s10758-019-09422-9
Zhang, S.; Liu, Q.; Wang, Q. (2017). A study of peer coaching in teachers’ online professional learning communities.
Universal Access in the Information Society, 16(2): 337-347.
https://doi.org/10.1007
Send comment about this article