Abstract
This paper reports on a research study undertaken with a small group of pre-service teachers enrolled in a one year postgraduate diploma in primary (P-7) education. The project’s aim was to provide a practical framework to investigate the extent to which the use of a play-based pedagogy in pre-service teacher education aids the students. The paper will discuss the students’ self-reported engagement and learning in the subject and how it was enhanced through the active learning approach, specifically play. This study demonstrates the possibilities for a ‘play’ approach in informing teaching and learning practices in pre-service teacher education and the need to more closely align the pedagogical practices utilised with the future classrooms of the students.
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