Teacher competencies in game-based pedagogy
Tuula Nousiainen, Finnish Institute for Educational Research, Finland ; Marjaana Kangas, Centre for Media Pedagogy, Finland ; Jenni Rikala, Finnish Institute for Educational Research, Finland ; Mikko Vesisenaho, Department of Teacher Education, Finland
TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.
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Elementary schools teachers’ perceptions of integrating digital games in their teaching at different career stages
Merav Hayak, Open university;, Israel; Orit Avidov Ungar, Achva Academic College, Israel
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1850–1856
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