Please use this identifier to cite or link to this item:
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.
DOI: 10.3390/educsci12020095
Appears in Collections:Fulltext Publications

Show full item record

Page view(s)

checked on Jun 18, 2024


checked on Jun 18, 2024

Google ScholarTM



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