ABSTRACT
This chapter focuses on teacher education in classroom philosophy under the auspices of the Federation of Australasian Philosophy in Schools Associations (FAPSA). We outline this history from the mid-1980s to the present, including the challenges faced by FAPSA in the formalisation of a three-tiered teacher training program, and its significant role in leading the on-going discussions regarding professional development for teacher educators in relation to the P4C curriculum. We also consider practical matters, such as alignment with existing curricula and educational policy, engaging academic philosophers in this project, and the need for clarity as to what role philosophers might or should play in promoting P4C.
