Play Qualities: Playful Actions in Learning Processes in Teacher Education

In this paper, we argue that development of the concept of play qualities can help us tto develop playful approaches to learning in order to comply with the challenges of the future education. We need to engage and encourage students in teacher education and social education in learning processes that are experienced as playful, because as stated by Skovbjerg (2021b): “While playing, one is particularly open to new possibilities, and one is prepared for and hopes that others are just as open” (p. 10). The argument is that we need to support risk and failures and leave an assessment-driven environment focused on goal-oriented behaviours (Ball, 2015) in order for the future to be able to come up with solutions for climate crises, economic crises and crisis of resources. Moving towards those goals hopefully means that the future occupation of students in teacher education and social education will be to create good relations in safe learning environments that provide children and young people with curiosity, courage and joy and empower them to meet the future with trust, hope and openness. A safe learning environment is a community of practice where the participants have the best opportunities to gain the courage and support needed to actually face risk and their failure to develop their wits and skills.