Pre-University Teacher’s Perceptions on Play-based Pedagogy in the Classroom
DOI:
https://doi.org/10.61841/wm872855Keywords:
Play-Based Pedagogy, Playful Learning, Pedagogy in Higher Education, Play-Based LearningAbstract
The purpose of the study was to identify the pre-university teachers’ perceptions of play-based pedagogy in the classroom context. Six pre-university teachers from a local college participated in a qualitative study. Semi-structured interviews were conducted to collect the data. The data was further analyzed using thematic analysis. Our results show that pre-university teachers have incorporated play-based pedagogy into their teaching to a certain extent. The emergence of positive emotions such as motivation, engagement, collaboration, enjoyment, fun, and happiness was the reason why teachers viewed playing as important for learning. On the other hand, students’ feedback, relevance, and effectiveness of play-based pedagogy were three of the main concerns raised by the teachers. A reference guideline, such as a module that comprises the types of playful techniques, recommendations, and case study reports, was deemed necessary by the teachers in order to improve the implementation of play-based pedagogy. The implications of the findings for the use of play-based pedagogy in higher educational practice are discussed.
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