The Power of Play: Fostering Becoming Through Playful Pedagogy in Teacher Education

Abstract In this self-study, the author shares their use of playful pedagogy in one teacher education course, emphasizing its potential and complexities. The author draws on the theoretical perspective of becoming, where teachers and teacher-educators are seen as constantly evolving through experiences and self-reflection. Playful pedagogy is introduced as a tool that can enhance the becoming teacher process while fostering a more engaging and humanizing learning environment. However, the author also acknowledges that playful pedagogy can evoke discomfort and challenge traditional power dynamics. The author identified careful planning, clear demonstrations, reflection, and emotional intelligence as crucial aspects of successfully implementing playful pedagogy. Ultimately, the author has learnt that using playful pedagogy thoughtfully promotes deeper learning, builds rapport among students and teacher-educators, and creates a more positive and collaborative learning experience.