What Conflicts Do Teachers Face in the Process of Transforming Their Professional Identities through P4C in Their First Years of Practice?

While it is often assumed that well-designed formal teacher training is a key for the effective implementation of Philosophy for Children (P4C) in the school context, this chapter attempts to uncover the conditions under which teachers can become P4C practitioners despite limited avenues of formal training. Based on in-depth life history interviews conducted with three dedicated teachers in Japan, this chapter reveals the significant dynamics of the interplay between dedicated individual efforts in the classroom and the existence of informal training opportunities characterised by what the authors call 4Cs (creativity, critical reflection, commitment, and connectivity).