Arie Kizel is Associate Professor at the Department of Learning and Instructional Sciences at the Faculty of Education, University of Haifa, Israel. He is the Co-Founder and President of the Mediterranean Association for Philosophy with Children. During 2017-2022 he was the President of the International Council of Philosophical Inquiry with Children (ICPIC).

• About the editorList of contributorsEditor introductionPart 1: Transforming teacher education and teacher training with Philosophy for/with ChildrenTeacher Education: Developments, characteristics, and challengesAyelet BecherPhilosophy for/with Children, Teacher Training, and value transmission: Contradictions, problems, and a solutionViktor GardelliUsing Philosophy for/with Children in initial Teacher Education as a pedagogical approach to challenge neoliberalism in educationRhiannon LoveThe teacher in a community of (philosophical) inquiry: "Sage on the side and guide on the stage"Laurance J. SplitterPhilosophy for/with Children and teachers’ perspectives: the need to understand teachers’ beliefs and valuesBen KilbyTransforming Teacher Education with Philosophy for ChildrenLizzy LewisPhilosophical teaching-and-learning: Professional development for every teacherRoger SutcliffePart 2: Between professional knowledge, assessment, and professional developmentMoving beyond official prescriptions towards a professional pedagogy of reasoning and dialogue in initial teacher educationRoger Sutcliffe and Diane SwiftCommitting to concepts: making explicit the significance of philosophical dialogues in the professional formation of teachersDiane SwiftTraining Philosophy for Children Facilitators via technology and peer assessmentKeith J. ToppingTeacher interventions in the community of philosophical inquiry: Standards-referenced assessment toolsJanette PoultonPart 3: Embedding Philosophy for/with Children to Teacher EducationEmbedding Philosophy for/with Children in initial Teacher Education: a stealth modelRhiannon Love and Emma GotoIntegrating Philosophy for/with Children within a final year teacher education curriculum in South AfricaLena Green and Janet CondyFrom philosophy in school to a philosophy school: philosophy workshops to revive the thirst for knowledgeEdwige ChirouterContagious commitment: what might a Philosophy for Children summer camp offer Teacher Education programs?Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan T. GardnerPart 4Challenging the curriculum with philosophical topicsPhilosophy from the corners: Incorporating philosophical inquiry into a crowded curriculumWendy C. TurgeonEducation in the context of uncertaintySusan T. GardnerPhilosophising with children: Uncertainty as a challenge for teachers and a learning opportunity in an age of riskKerstin MichalikPhilosophy for/with Children and learning for sustainability: Lessons for teachersClaire CassidyRethinking teacher preparation for teaching controversial topics in a community of inquirySimone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary GrahamPart 5: Becoming a Philosophy for Children teacher: Challenges and opportunitiesBecoming a Philosophy for Children teacher through informal training: Challenges, opportunities and conducive conditionsKei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei SekiBecoming philosophical student teachersJude PennyWhat conflicts do teachers face in the process of transforming their professional identities through Philosophy for Children in their first years of practice?Wakako Good and Eriko Yamabe

Arie Kizel is Associate Professor at the Department of Learning and Instructional Sciences at the Faculty of Education, University of Haifa, Israel. He is the Co-Founder and President of the Mediterranean Association for Philosophy with Children. During 2017-2022 he was the President of the International Council of Philosophical Inquiry with Children (ICPIC).

• About the editorList of contributorsEditor introductionPart 1: Transforming teacher education and teacher training with Philosophy for/with ChildrenTeacher Education: Developments, characteristics, and challengesAyelet BecherPhilosophy for/with Children, Teacher Training, and value transmission: Contradictions, problems, and a solutionViktor GardelliUsing Philosophy for/with Children in initial Teacher Education as a pedagogical approach to challenge neoliberalism in educationRhiannon LoveThe teacher in a community of (philosophical) inquiry: "Sage on the side and guide on the stage"Laurance J. SplitterPhilosophy for/with Children and teachers’ perspectives: the need to understand teachers’ beliefs and valuesBen KilbyTransforming Teacher Education with Philosophy for ChildrenLizzy LewisPhilosophical teaching-and-learning: Professional development for every teacherRoger SutcliffePart 2: Between professional knowledge, assessment, and professional developmentMoving beyond official prescriptions towards a professional pedagogy of reasoning and dialogue in initial teacher educationRoger Sutcliffe and Diane SwiftCommitting to concepts: making explicit the significance of philosophical dialogues in the professional formation of teachersDiane SwiftTraining Philosophy for Children Facilitators via technology and peer assessmentKeith J. ToppingTeacher interventions in the community of philosophical inquiry: Standards-referenced assessment toolsJanette PoultonPart 3: Embedding Philosophy for/with Children to Teacher EducationEmbedding Philosophy for/with Children in initial Teacher Education: a stealth modelRhiannon Love and Emma GotoIntegrating Philosophy for/with Children within a final year teacher education curriculum in South AfricaLena Green and Janet CondyFrom philosophy in school to a philosophy school: philosophy workshops to revive the thirst for knowledgeEdwige ChirouterContagious commitment: what might a Philosophy for Children summer camp offer Teacher Education programs?Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan T. GardnerPart 4Challenging the curriculum with philosophical topicsPhilosophy from the corners: Incorporating philosophical inquiry into a crowded curriculumWendy C. TurgeonEducation in the context of uncertaintySusan T. GardnerPhilosophising with children: Uncertainty as a challenge for teachers and a learning opportunity in an age of riskKerstin MichalikPhilosophy for/with Children and learning for sustainability: Lessons for teachersClaire CassidyRethinking teacher preparation for teaching controversial topics in a community of inquirySimone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary GrahamPart 5: Becoming a Philosophy for Children teacher: Challenges and opportunitiesBecoming a Philosophy for Children teacher through informal training: Challenges, opportunities and conducive conditionsKei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei SekiBecoming philosophical student teachersJude PennyWhat conflicts do teachers face in the process of transforming their professional identities through Philosophy for Children in their first years of practice?Wakako Good and Eriko Yamabe