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

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.