ABSTRACT
This chapter examines the long-term impact that experience with Philosophy for Children (P4C) in the classroom with children and young people can have on the repertoire of learning strategies used by teacher educators within a higher education (HE) institution in the UK. It considers the form of a dialogue between the two authors, who are HE lecturers/tutors, one with an early childhood background, the other with secondary English as a subject specialism. The formative experiences of the lecturers are foregrounded in order to illuminate professional learning gains possible for practitioners across all the phases of education, statutory and voluntary. For both lecturers within the HE context, the democratic nature of the P4C process is used to extend and deepen the students' engagement with their learning at undergraduate degree level, giving ownership to the participants in an enquiry. This appears to match stated intentions of the purpose of a university degree in the UK as fostering the development of autonomous learners.
