Abstract
Play is integral to pre-service teachers, building relationships and a sense of community. This chapter investigates the role of play in the formation of a teaching career, with attention to creating confidence in a classroom.
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Notes
- 1.
Grossman et al. [1].
- 2.
Reid [2].
- 3.
We thank student teachers Kate Hanns and Sheree Brunt for permission to use images from the research.
- 4.
King [3], p. 262.
- 5.
Thorne [4], pp. 4–6.
- 6.
Wasserman [5].
- 7.
Schön [6].
- 8.
Harris [7].
- 9.
Melamed [8], pp. 13–24.
- 10.
Harris and Daley [9].
- 11.
Reid [10], p. 123.
- 12.
Grossman [11].
- 13.
Grossman [11], p. 345.
- 14.
Turney [12].
- 15.
- 16.
Grossman et al. [1].
- 17.
Grossman and McDonald [15].
- 18.
Reid [2].
- 19.
Boud et al. [16].
- 20.
Roskos and Christie [17].
- 21.
Grossman et al. [1].
- 22.
Grossman et al. [1].
- 23.
Dreyfus and Dreyfus [18].
- 24.
- 25.
Auhl et al. [20].
- 26.
Watkins [21].
- 27.
Kemmis and Smith [13].
- 28.
Harris [7].
- 29.
Melamed [8], pp. 13–24.
- 30.
Green and Hopwood [22].
- 31.
Harris [7].
- 32.
Mezirow [23].
- 33.
Spinka et al. [24].
- 34.
Spinka et al. [24], p. 14.
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Reid, JA., Wood, D. (2016). Practice Play in Learning to Teach: Performing a Teaching Body. In: Brabazon, T. (eds) Play: A Theory of Learning and Change. Springer, Cham. https://doi.org/10.1007/978-3-319-25549-1_11
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