ABSTRACT
This chapter explores how four international Philosophy for Children (P4C) researchers use self-study methodologies (Loughran, 2007) to systematically examine the nuanced roles of a teacher facilitator in a philosophy for children Hawai‘i (p4cHI) community of inquiry. It also offers sustainable structures for supporting the professional development of P4C teacher educators, practitioners, and researchers like us. Respectively from the USA, Taiwan, Canada, and China, we came together in the spring of 2014 to form the p4cHI International Journaling and SelfStudy Project. Inspired by the findings of a recent study that reported on the positive role of self-study and online journaling in an international p4cHI research collective (Makaiau, Leng & Fukui, 2015), our group was interested in experimenting further with this new direction and method in P4C research. We wanted to:
1 Expand the culturally responsive international p4cHI research collective that was initially created by Makaiau, Leng, and Fukui (2015);
2 Explore the role of a p4cHI teacher/facilitator with international partners; 3 Reflect on the professional and personal impact of belonging to an international research
collective; 4 Disseminate and mobilize knowledge relating to the professional development of P4C
teacher educators, practitioners, and researchers.
