Abstract
Background: This study examined teacher educators’ perceptions of play-based learning in the context of university-based teacher education programmes in Palestine. Methods: Using a cross-sectional, multi-method design, we explored factors relating to teacher educators’ capability, opportunity and motivation to incorporate play-based learning into their practice. Thirty-six staff from four Palestinian universities completed an online survey and 17 were interviewed. Results: Teacher educators recognise the value of play-based learning and are motivated to apply this pedagogical approach. However, attempts to incorporate play-based learning into their practices is affected by insufficient knowledge and skills to apply play-based learning in practical contexts. Furthermore, social cues, cultural norms and physical challenges currently limit their opportunity to adopt play-based approaches. Conclusion: Our findings highlight that Palestinian teacher educators are motivated to embrace play-based learning as a pedagogical approach and recognise the importance of using play-based learning in educational practices. The findings can inform future professional development programs for teacher educators.
Highlights
IntroductionWhile there is no firm consensus on the definition of “play”, recently Zosh and colleagues [13] proposed a multidimensional definition of play that creates a spectrum of play opportunities from free play through guided play to games and playful direct instruction
A share of 88% of participants stated that they had heard of play-based learning previously, and 53% stated that they included play-based learning approaches when they lecture
In this study we found that teacher educators’ behaviour of incorporating play-based learning into their teaching practices is affected by a lack of knowledge and skills in playbased learning
Summary
While there is no firm consensus on the definition of “play”, recently Zosh and colleagues [13] proposed a multidimensional definition of play that creates a spectrum of play opportunities from free play through guided play to games and playful direct instruction They contend that guided play, where the adult arranges a context for learning, but the child directs the play within that context, “ harnesses active, minds-on thinking, engagement, meaning-making, joy, and iteration more so than other types of play, which helps it maximize learning” [13] Results: Teacher educators recognise the value of play-based learning and are motivated to apply this pedagogical approach. Conclusion: Our findings highlight that Palestinian teacher educators are motivated to embrace play-based learning as a pedagogical approach and recognise the importance of using play-based learning in educational practices. The findings can inform future professional development programs for teacher educators
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