The Philosophy for Children (P4C) Approach in Enhancing Questioning Skills of Primary School Teachers in Implementing Teaching and Learning in the Classroom

Abstract

Teacher questioning skills are one of the key elements in teaching and learning as they stimulate critical thinking, assess pupils understanding, and foster meaningful classroom interaction. However, many studies have revealed that teachers questioning practices tend to focus on factual and lower-order questions, thus limiting pupils learning potential. This conceptual paper discusses the potential of the Philosophy for Children (P4C) approach in enhancing primary school teachers questioning skills through the principle of the community of inquiry. Drawing upon literature review, discussion, and theoretical synthesis, a conceptual framework is proposed, linking input (P4C training, modules, community support), process (interactive dialogue within the community of inquiry), output (enhanced teacher questioning skills), and outcome (students becoming more critical, creative, and collaborative). This paper also outlines the implications for theory, practice, educational policy, and future research. In conclusion, P4C has the potential to be a strategic pedagogical approach to support the transformation of primary education in Malaysia.