ABSTRACT
This chapter reports on the design and development of a teachers’ professional learning programme on play pedagogy drawing from collaborations with early childhood education (ECE) teachers based on the praxeological paradigm. ECE teachers were supported to reconsider their beliefs and their role during play, creatively design and enact play pedagogies through research, reflection, and participation in a professional community of learning. The relations among the processes of professional learning and transformations of teachers’ play thinking and practice highlight the active role of teachers in shaping the programme and its course. Implications refer to the need for a context-specific, collaborative, evidence-based, and reflective process of ongoing, discursive, and critical teachers’ professional learning.
