Teachers suggest most of stored-knowledge lacks clear pathways and evidence-based methods to be implemented in practice.
Newly qualified teachers, in their initial career stage, tend to adopt a passive and mechanistic attitude when applying theory. These external demands originate from both policy mandates and the specific exigencies of the working contexts.
The specific practice context significantly influences the majority of teachers’ practical approaches.
Newly qualified teachers perceive that teachers’own interest in play-based learning activities can influence children’s interest. They find that if teachers solely focus on satisfying children’s interests but lack personal experience of the playfulness of play, this play will lack attractiveness for children as well. The insight for future teacher training is how to enhance teachers’ experience of playfulness in play. In other words, in play, teacher should not only be the deliverer of play but also active participant who share common playful experience and feeling of flow with children.