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Articulating contrasts in kindergarten teachers’ implicit knowledge on play-based learning
ARTICLE

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International Journal of Educational Research Volume 41, Number 4, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

In Hong Kong, early-years teachers face professional challenges in adopting a creative and child-oriented pedagogy in which play-based learning is central. The paper illuminates teachers’ understanding of play, approaches used, difficulties faced, and their power in finding solutions. Six Hong Kong kindergarten teachers participated in an in-depth qualitative study that investigated their implicit sense-making processes in implementing play. The research tracked their framing and reframing of ‘reflection’ and ‘action’ for a year through interviews and classroom observations. The findings revealed that while teachers sought to include play, their thinking was often rigid and mechanical. Teachers had a dichotomised concept of play and learning. The study identified three teaching and learning orientations: the technical, the fluctuating and the inquiry, which provide insights into the thinking processes involved in making the pedagogical shift towards play-based learning. By articulating contrasts in kindergarten teachers’ implicit knowledge, the significance of teachers’ inner power, which is persistent inquiry and meta-cognitive learning, is revealed. The findings demonstrate how teachers’ inner power contributes to their professional development.

Citation

Pui-Wah, D.C. & Stimpson, P. (2004). Articulating contrasts in kindergarten teachers’ implicit knowledge on play-based learning. International Journal of Educational Research, 41(4), 339-352. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2005.08.005

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