|Published online: June 4, 2015||$US5.00|
This paper reports on a research study undertaken with a small group of pre-service teachers enrolled in a one year postgraduate diploma in primary (P-7) education. The project’s aim was to provide a practical framework to investigate the extent to which the use of a play-based pedagogy in pre-service teacher education aids the students. The paper will discuss the students’ self-reported engagement and learning in the subject and how it was enhanced through the active learning approach, specifically play. This study demonstrates the possibilities for a ‘play’ approach in informing teaching and learning practices in pre-service teacher education and the need to more closely align the pedagogical practices utilised with the future classrooms of the students.
|Keywords:||Pre-service Teacher Education, Higher Education, Active Learning|
The International Journal of Learning in Higher Education, Volume 22, Issue 4, December, 2015, pp.1-10. Article: Print (Spiral Bound). Published online: June 4, 2015 (Article: Electronic (PDF File; 656.565KB)).
Lecturer, School of Cultural and Professional Learning, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia