Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning

Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning

• Keung, Pui Chi Chrysa The Chinese University of Hong Kong
• Fung, Chanel Kit Ho The Chinese University of Hong Kong

Journal of Education for Teaching, 46(2), 244-247, 2020

Routledge

2020

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Knowledge for Teaching Play-based Learning Pedagogical Content Knowledge Kindergarten

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

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. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 02607476

• 10.1080/02607476.2020.1724656

https://bibliography.lib.eduhk.hk/bibs/91cf9019

2020-07-20