Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941524 | Teaching and Teacher Education | 2017 | 11 Pages |
Abstract
This case study follows seven high school teachers over the course of a year engaging in “Player Professional Development.” As these teachers studied game design principles for classroom instruction, this study looks at how their gameful learning intersected with administrative disruption of teacher time. Building on literature about communities of practice, teacher resiliency, and game-based learning, these findings highlight how structural barriers to teacher-led PD affect feelings of teacher burnout. Ultimately, the teachers in this study shifted from a stance of “playing” to “escaping” PD, reflecting a general attitudinal shift to structural PD challenges at their school site.
Related Topics
Social Sciences and Humanities
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Education
Authors
Antero Garcia, Mark Gomez,