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Teacher competencies in game-based pedagogy
ARTICLE

, Finnish Institute for Educational Research, Finland ; , Centre for Media Pedagogy, Finland ; , Finnish Institute for Educational Research, Finland ; , Department of Teacher Education, Finland

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment games, learning by making games, and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence areas were identified: pedagogical, technological, collaborative and creative. The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires.

Citation

Nousiainen, T., Kangas, M., Rikala, J. & Vesisenaho, M. (2018). Teacher competencies in game-based pedagogy. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 85-97. Elsevier Ltd. Retrieved October 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.012

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