Research Impact: This study examined teacher educators’ perceptions of play-based learning in the context of university-based teacher education programmes in Palestine. 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 practices. Thirty-six staff from four Palestinian universities completed an online survey and 17 were interviewed. 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. However, attempts to incorporate play-based learning are influenced 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 these methods. These findings will inform the development future professional development programmes for teacher educators.
Khalil, N., Aljanazrah, A., Hamed, G., & Murtagh, E. (2022). Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach. Education Sciences, 12(2), 95. doi: https://doi.org/10.3390/educsci12020095
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