Promoting Teachers’ Identity Exploration: The Way Forward in Teacher Education for Game-Based Learning

ID: 52183 Type: Full Paper
  1. Mamta Shah and Aroutis Foster, Drexel University, United States

Wednesday, March 28 2:15-2:45 PM

Presider:
Kathryn Rich, Michigan State University, United States

This mixed-methods study reports preliminary findings from Games, Science, and Identity Change- a year-long professional development (PD) undertaken to develop pre-service teachers’ (a) knowledge and skills to facilitate identity exploration through game-based learning (GBL); and (b) professional identities as teachers who adopt GBL as an instructional approach in the future The study was undertaken as part of an ongoing NSF CAREER project awarded to develop and test processes to support identity exploration through GBL (Author, 2014) Projective Reflection (PR) served as the theoretical model to frame learning as identity exploration and change in digital worlds (Author, 2017) The Game Network Analysis (GaNA) framework was employed to define the knowledge and skills essential for educators to employ GBL (Author, 2015) The paper illustrates the eight professional development (PD) sessions offered once a month from October 2016-May 2017 The paper showcases the change in participants’ knowledge of game-based and professional identities as teachers who would adopt GBL to facilitate identity exploration in their future practice The paper advances research on teacher education in GBL by focusing on facilitating the acquisition of the essential skills teachers need to adopt GBL and by motivating teachers’ actions to adopt the instructional approach

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