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

Pui Chi Chrysa KEUNG, Chanel Kit Ho FUNG

Research output: Contribution to journalArticles

Abstract

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.
Original languageEnglish
Pages (from-to)244-247
JournalJournal of Education for Teaching
Volume46
Issue number2
Early online date03 Feb 2020
DOIs
Publication statusPublished - 2020

Citation

Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244-247. doi: 10.1080/02607476.2020.1724656

Keywords

  • Knowledge for teaching
  • Play-based learning
  • Pedagogical content knowledge
  • Kindergarten

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