Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/8347
Title: Exploring teacher educators’ perspectives of play-based learning: a mixed method approach
Authors: Khalil, Nibal 
Aljanazrah, Ahmad 
Hamed, Ghadeer 
Murtagh, Elaine 
Keywords: Play - Learning;Play-based learning
Issue Date: 2022
Publisher: Education Sciences
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.
URI: http://hdl.handle.net/20.500.11889/8347
DOI: 10.3390/educsci12020095
Appears in Collections:Fulltext Publications

Show full item record

Page view(s)

10
checked on Jun 18, 2024

Download(s)

3
checked on Jun 18, 2024

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.