Articulating contrasts in kindergarten teachers’ implicit knowledge on play-based learning

A Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention

“…The present study provides impetus for teacher education programs to provide units of study to develop pre-service teachers' awareness of intervention strategies such as the LEAP intervention to lead changes in school playground planning, organisation and implementation of cost-effective equipment. Although teachers often identify play as teacher driven and miss potential scaffolding opportunities (Pui-Wah & Stimpson, 2004), the movable/recycled materials in the present study demonstrate the potential opportunity for students to develop health behaviours without increasing the demands on already burdened teaching staff.…”

“…Playing and learning outdoors can inspire students (Hyvonen, 2008), yet teachers often perceive play and learning as differing concepts and find combining them difficult to integrate conceptually and in practice (Pui-Wah & Stimpson, 2004). Findings from this study could be used by teacher education programs to improve pre-service teachers' understanding of the benefits of the 'informal curriculum' of school break periods and to consolidate understanding of school breaks as an opportunity for students to develop skills beyond the classroom, rather than viewing school breaks as having little impact on students' health, learning and development.…”

Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground

“…The present study provides impetus for teacher training programs to provide units of study to develop pre-service teachers' awareness of the influences on safe physical activity participation within school playgrounds and re-think the notion of 'surplus safety' within school playground planning, organisation and implementation. Although teachers often identify play as teacher driven and miss potential scaffolding opportunities (Pui-Wah & Stimpson, 2004), the present study demonstrates the potential opportunity for teachers to develop safe physical activity behaviours within school playgrounds without increasing the demands on already burdened teaching staff.…”

Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students

“…Sternberg et al 1981). Implicit theories have also be shown to effect enacted behaviour of teachers (Brevik 2014;Pui-Wah and Stimpson 2004) further emphasising their educational significance.…”