Abstract:

This research aims to reveal the perceptions of teachers who have practiced Philosophy for Children (P4C) practices in their classes after receiving Philosophy for Children (P4C) education and their facilitating roles, is a factual scientific study. In total, 15 teachers from two different branches, including pre-school teacher and class teacher, participated voluntarily in the research. After the completion of the Philosophy for Children (P4C) practices, face-to-face conversations were made with the participating teachers and the data of the research was revealed as a result of these conversations. The qualitative data obtained from the teachers' interviews were analyzed by content analysis and the findings of the research were revealed. The findings of the study show that the students have observed progress in important skills such as questioning, self-expression, defence skills, viewing from different aspects, curiosity, self-confidence; comparing their teaching role with their facilitating role, they have achieved the findings that they have difficulty adopting their facilitating role and find different from their teacher role.

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