Design and implementation of learning through play in preschool English classes through professional learning communities

This study examines how professional learning communities (university-school partnerships) foster teachers to design and implement learning through play in Hong Kong preschool English classrooms. This study involved ten English teachers from two preschools. Semi-structured interviews, classroom observations and stimulated recall commentary were used to collect data. The findings indicated that collaborative teacher learning activities coached by university consultants facilitated frontline teachers in designing and implementing play-based learning. The results also identified two dichotomous design rationales (academic-oriented and humanistic orientation), a continuum of instructional practices (teacher-directed, teacher-guided and teacher-student initiated) and learning patterns (skill-based, task-based and constructivist learning). Teacher development programs in the workplace address teachers’ concerns and challenges in assisting teachers in enacting strategies for learning through play that can enhance the professional knowledge and skills of preschool teachers. The results suggest implications for policymakers and teacher development.