Abstract
This study aims to conduct philosophical discussions with kindergarten teachers to understand their perceptions regarding the adoption of intercultural education through. To this end, eight kindergarten teachers’ perceptions of intercultural education were grasped, initially through individual face-to-face interviews and additionally-after dividing the teachers into two groups of four-through philosophical discussions. First, through repeated questioning and grounds suggestions on philosophical questions during the active discussion, the kindergarten teachers were found to engage in reconceptualization toward mutual agreement. Secondly, the teachers were found to have different perceptions of how intercultural education affects early childhood teachers versus how it affects children. They suggested that philosophical discussions may be effective in intercultural education for teachers, while a democratic class climate should be formed within the current framework of education in advance to allow children to practice intercultural education.
Original language | English |
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Pages (from-to) | 89-109 |
Number of pages | 21 |
Journal | Asia-Pacific Journal of Research in Early Childhood Education |
Volume | 17 |
Issue number | 2 |
DOIs | |
State | Published - May 2023 |
Bibliographical note
Publisher Copyright:© Copyright 2023 by THE PACIFIC
Keywords
- children
- early childhood teachers
- intercultural education
- philosophical discussions