Preservice Science Teachers' Knowledge and Professional Identity for Game-Based Learning

• In Event: 43.075 - Technology Influences on Teachers' Identity and Practice

Abstract

This paper reports findings from a mixed-methods study that was undertaken to develop pre-service Science teachers’ (a) knowledge and skills to facilitate learning as identity exploration through GBL; and (b) professional identities as teachers interested in adopting GBL in the future. The study was conducted as part of an ongoing NSF CAREER project awarded to develop and test processes to support identity exploration through GBL (Author, 2014). The paper illustrates the application of the Game Network Analysis, the Projective Reflection framework and the Dynamic Systems Model of Role Identity to design 8-PD sessions offered from October 2016-May 2017. The study makes theoretical and practical contributions to the nascent field of developing and accessing pre-service teachers’ knowledge and identity for GBL.

Authors

• Mamta Shah, Drexel University

• Aroutis Nathaniel Foster, Drexel University