Teachers' predispositions toward playful learning: implications for teacher training

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dc.contributor.authorRodrigues-Silva, Jefferson
dc.contributor.authorAlsina, Ángel
dc.date.accessioned2023-09-14T16:12:32Z
dc.date.available2023-09-14T16:12:32Z
dc.date.issued2022-11-14
dc.description.abstractDuring Covid-19, schools adopted Emergency Remote Teaching, and teachers had the opportunity to use methodologies based on playful learning (free and guided play, etc.). In this context, quantitative research was designed on the predispositions of 157 Brazilian teachers towards playful learning, comparing teaching experience, educational level and type of institution. The results obtained from a previously validated questionnaire showed the teachers of “Fundamental I” (6-10 years) and municipal schools are more predisposed to playful learning, use it more frequently and consider it more suitable for Emergency Remote Teaching. On the other hand, teachers from “Municipal” and “Estadual” public schools reported less support in teacher training focused on didactic diversification and perceived more difficulties during the Emergency Remote Teaching. In addition, these difficulties were significantly related to the non-diversification of activities in the period.
dc.doihttps://doi.org/10.25053/redufor.v7.e8325
dc.identifier.isbn2448-3583
dc.identifier.urihttp://hdl.handle.net/20.500.14387/1284
dc.language.isoInglês
dc.orcidhttps://orcid.org/0000-0002-8334-2107
dc.orcidhttps://orcid.org/0000-0001-8506-1838
dc.publisher.campiArcos
dc.publisher.countryBrasil
dc.publisher.institutionEducação & Formação
dc.relation.urlWebsitehttps://revistas.uece.br/index.php/redufor/article/view/8325
dc.rightsAcesso aberto
dc.subject.keywordPlayful learning
dc.subject.keywordEmergency Remote Teaching
dc.subject.keywordPandemics
dc.subject.keywordTeachers’ predispositions
dc.subject.keywordTeacher training
dc.titleTeachers' predispositions toward playful learning: implications for teacher training
dc.typeArtigo de Periodicos
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