{"id":1212,"date":"2021-10-28T00:26:03","date_gmt":"2021-10-28T04:26:03","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1212"},"modified":"2021-10-28T00:26:03","modified_gmt":"2021-10-28T04:26:03","slug":"1212","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1212","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Foster, A., &amp; Shah, M. (2020). Principles for advancing game-based learning in teacher education. <em>Journal of Digital Learning in Teacher Education<\/em>, <em>36<\/em>(2), 84\u201395. <a href=\"https:\/\/doi.org\/10.1080\/21532974.2019.1695553\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/21532974.2019.1695553<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;\u201cIn this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, <em>\u201cWhat principles emerge from teacher education in game-based learning research conducted from 2007\u20132018?\u201d.<\/em> In doing so, we examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers\u2019 knowledge of GBL evolves over time; and (f) Teachers\u2019 professional identities impact GBL practice. We conclude with pathways to engage the teacher education community in a critical assessment of how we can scaffold teachers to identify-study-incorporate games for learning.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Foster, A., &amp; Shah, M. (2020). Principles for advancing game-based learning in teacher education. Journal of Digital Learning in Teacher Education, 36(2), 84\u201395. https:\/\/doi.org\/10.1080\/21532974.2019.1695553 Abstract: &nbsp;\u201cIn this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, \u201cWhat principles emerge&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1212\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[550,563],"coauthors":[2301],"class_list":["post-1212","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-game-based-learning","tag-teacher-education","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1212","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1212"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1212\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1212"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1212"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1212"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1212"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}