INSTITUTE OF STATISTICAL, SOCIAL AND ECONOMIC RESEARCH (ISSER) - Advancing play-based learning through improved continuous

In contrast, 59 percent FINDINGS of teachers in the intervention group have Majority of teachers participated in PBL a specialization in General Education; this pedagogy training in the last 3 years percentage is slightly higher at 63 percent in the The findings reveal that 68.7 percent of the non-intervention group. [...] teachers (Okai & Amoah, 2016), according to some experts, leading to conflict between the On average, teachers in the intervention group learning philosophies taught in the classroom attended three play-based training sessions, and what they encounter in their practice or on while those in the non-intervention group the field (Cochran-Smith, et al., 2017). [...] The nature of the training also not only pre-service teachers but also in- varied, with a higher percentage of intervention service teachers grapple with the gap between group teachers (65%) receiving standard-based theory and practice. [...] of the training, the training providers and the cost of the training. [...] Additionally, investigating the potential Based on the findings, the following key policy for developing teacher skills and motivation in recommendations to support the development creating their own TLMs could be a valuable of teachers CPD training in PBL are outlined step in bridging the gap between training and for consideration primarily by the government practice.