221 The second recommendation is about dialogue. Dialogue is where thinking, reflection, is practised, which is why it is important that pupils are given ample opportunity to share their thoughts during philosophy lessons, and if that happens in different ways (with or without the teacher leading), so much the better. The third recommendation focuses on the training of philosophy teachers. Being able to make use of whatever happens in class, and to let this serve as ‘room to think’, can be at odds with lessons that are minutely planned and have fixed learning objectives. This means that the point of departure in designing and evaluating lessons should not only be educational theories aimed at effectiveness, but that teachers should be open to other forms and ideas about education, such as those concerning dialogic education, as well. The fourth recommendation is that more attention be devoted to the pedagogical role of the philosophy teacher. The double responsibility of creating a safe environment as well as challenging pupils, presupposes a considerable level of pedagogical tactfulness in philosophy teachers. The fifth and final recommendation is that stimulated recall interviews, in which philosophy teachers watch recordings of their lessons and reflect on them, be used in the training and professionalization of teachers.
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