Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning
Bibliographic Data
| ID | 21494474 |
|---|---|
| Authors | Chrysa Keung (0000-0002-5072-4002, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, corresponding author), Chanel Kit Ho Fung (Faculty of Education, The Chinese University of Hong Kong, Hong Kong) |
| Year | 2020 |
| Volume | 46 |
| Issue | 2 |
| Pages | 244-247 |
| Publication date | 2020-03-14 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2020.1724656 |
| OpenAlex | W3005070826 |
| Language | EN |
| Citations received | 5 |
| References cited | 8 |
Extending Shulman’s work, this study investigated kindergarten teachers’ pedagogical content knowledge in developing play-based learning. Data were collected from focus group interviews with 29 teachers, head teachers, and principals in Hong Kong. Findings suggested the development of play-based learning is contextual. Teachers believed that ongoing complexities and dilemmas regulating their practice which required them to modify pedagogical strategies. Situated forms of knowledge were found as dispensable component shaping their professional practice. This study highlighted how teachers developed pedagogical wisdom to complement their practice involving the construction of effective play-based learning
Faculty Development · Focus group · Mathematics education · Pedagogy · Professional development · Situated · Sociology · Teacher education · Teaching method · Computer Science · Education and Technology Integration · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Play-Based Learning in Early Childhood Education
A Scoping Review of the Relationship Between Play and Learning Beyond Preschool
A sociocultural perspective on children’s participation in learning through play
Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development
A family-school-community partnership supporting play-based learning
| Citations per year | 1.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |