Pre-service mathematics and physical education teachers' perceptions of using play-based teaching strategy across the foundation phase

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dc.contributor.authorMncube, Dumisani Wilfred
dc.contributor.authorNdlovu, Blanche Ntombizodwa
dc.coverageMauritius
dc.coverage.conferenceissn
dc.date.accessioned2026-03-18T06:11:31Z
dc.date.available2026-03-18T06:11:31Z
dc.date.issued2021
dc.departmentNameLanguages and Social Sciences
dc.description.abstractThis qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategies across the Foundation Phase. A play-based approach promotes a special mode of thinking, a sense of possibility, ownership, control, and competence in math 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 semistructured 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, visualize groups, and develop problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.
dc.facultyFaculty of Education
dc.identifier.citationNdlovu, B.N. and Mncube, D.W. 2021. Pre-service mathematics and physical education teachers' perceptions of using play-based teaching strategy across the foundation phase. International Journal of Learning, Teaching and Educational Research, 20(1), pp.185-198.
dc.identifier.issn1694-2116 (online)
dc.identifier.issn1694-2493 (print)
dc.identifier.otherhttps://doi.org/10.26803/ijlter.20.1.10
dc.identifier.urihttp://hdl.handle.net/10530/58979
dc.inproceedingsissn
dc.issuenumber20 / 1
dc.keynoteissn
dc.language.isoEnglish
dc.pages185 - 198
dc.peerreviewedYes
dc.publisherSociety for Research and Knowledge Management
dc.subjectFoundation phase
dc.subjectMathematics
dc.subjectPlay
dc.subjectPre-service teachers
dc.subjectTeaching strategy
dc.titlePre-service mathematics and physical education teachers' perceptions of using play-based teaching strategy across the foundation phase
dc.title.journalInternational Journal of Learning, Teaching and Educational Research
dc.typeJournal Article
dspace.entity.typePublication
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