Understanding Preservice Teachers’ Practices of Embedding Play-Based Learning and Gender-Responsive Pedagogies During Practicum

This study aims to understand preservice teachers’ practices of play-based learning (PBL) and gender-responsive pedagogies (GRP) during the practicum in their teacher education program. We used a qualitative case study design including interviews and observation with 17 preservice teachers who were taught by teacher educators attending professional development programs on PBL and GRP across four Palestinian universities. We conducted thematic analysis and then mapped the findings according to the COM-B model. Preservice teachers showed strong capability and motivation in using PBL, but had limited understanding of GRP, which reduced their capability to apply it despite the application of some equitable practices. Preservice teachers’ opportunities to implement PBL were strongly shaped by their physical classroom conditions and by the guidance and modeling provided by their teacher educators. Whereas limited exposure to GRP left preservice teachers uncertain about its relevance and application. These findings highlight the importance of improving teacher educators’ practices through professional development programs to improve teacher education programs. Further investigation is required for a better understanding of preservice teachers’ practices of GRP.