Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase

Blanche Ntomizodwa Ndlovu, Dumsani Wilfred Mncube

Abstract


This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning. 

https://doi.org/10.26803/ijlter.20.1.10


Keywords


foundation phase; mathematics; play; pre-service teachers; teaching strategy

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References


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