Collective imagination as a source of professional practice change: a cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld

Marilyn Fleer, Glykeria Fragkiadaki, Prabhat Rai

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    Abstract

    The purpose of the research was to investigate how early childhood teachers create new practices as a result of participation in a 10-week professional development program of an evidence-based model called Conceptual PlayWorld. When seen through the lens of cultural-historical theory, the study identified a set of characteristics for early childhood teacher professional development, where the motive orientation of play practice was core. The major conclusion was that imagination as a psychological function resourced teacher development in the motivated conditions of a Conceptual PlayWorld for practice change.

    Original languageEnglish
    Article number103455
    Number of pages14
    JournalTeaching and Teacher Education
    Volume106
    DOIs
    Publication statusPublished - Oct 2021

    Keywords

    • Cultural-historical
    • Early childhood
    • Professional development
    • STEM
    • Teacher development

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