Primary teachers' experiences in a play-based learning PLC

This study investigated primary teachers’ perceptions of their experiences participating in a Professional Learning Community (PLC) about Play-Based Learning and their feelings of self-efficacy towards implementing Play-Based Learning. The literature surrounding PLC participation and teacher efficacy consists largely of quantitative studies. This study utilized a phenomenological approach to collect data through participants’ responses to an online open-ended questionnaire and follow-up phone interview. Four themes emerged from the data on primary teachers’ participation in a Play-Based Learning PLC. They are: value in PLC participation, value Play-Based Learning, shared teaching resources to implement Play-Based Learning, and enhanced self-efficacy towards implementing Play-Based Learning. The findings support the role of PLCs, specifically teacher-led PLCs, in developing primary teachers’ collaboration for improving teacher efficacy. The results of this study also support the concept of implementing Play-Based Learning in primary grade classrooms as a way of providing developmentally appropriate learning opportunities.