LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Reynolds, Cheryl
Languages: English
Types: Unknown
Subjects: LB2300, QA76

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
The delivery of theory alongside practice in teacher education is inherently challenging and prone to failure, leaving trainees ill-prepared to problematise the social and cultural realities that shape their classrooms. Finding new and productive ways for trainees to engage with theoretical concepts is, therefore, an important educational and social outcome. This paper explores the use of a game-based approach to the teaching of Bourdieu's notions of field and habitus to two small groups, training with a University in the North of England to become teachers in post-compulsory education. Critical and learning theories are used to explain and justify the design decisions and strategies employed and critical participatory action research is used to evaluate the impact of the game. The paper reports encouraging findings and recommends extension and wider use of such strategies in the teaching of theory to resistant groups.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Bourdieu, P. (1986). The forms of capital. Retrieved from https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieuforms-capital.htm
    • Colman, A. (2008). A Dictionary of Psychology. Oxford University Press. Retrieved from http://www.oxfordreference.com.libaccess.hud.ac.uk/view/10.1093/acref/9780 199534067.001.0001/acref-9780199534067
    • Deterding, S., Björk, S. L., Nacke, L. E., Dixon, D., & Lawley, E. (2013). Designing Gamification: Creating Gameful and Playful Experiences. In CHI '13 Extended Abstracts on Human Factors in Computing Systems (pp. 3263-3266). New York, NY, USA: ACM. doi:10.1145/2468356.2479662
    • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification.” In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). New York, NY, USA: ACM. doi:10.1145/2181037.2181040
    • Education and Training Foundation, England. (2013). Professional Standards for Teachers and Trainers in Education and Training - England. Retrieved December 3, 2014, from http://www.et-foundation.co.uk/ourpriorities/professional-standards/professional-standards-2014/
    • Grenfell, M. (2012). Pierre Bourdieu: key concepts. Durham [England]; Bristol, CT: Acumen.
    • Hodgson, A., & Spours, K. (2010). Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. Journal of Education and Work, 23(2), 95-110. doi:10.1080/13639080903578619
    • Kambouri, M., Thomas, S., & Mellar, H. (2006). Playing the literacy game: a case study in adult education. Learning, Media and Technology, 31(4), 395-410. doi:10.1080/17439880601022015
    • Kemmis, S., McTaggart, R., & Nixon, R. (2013). The Action Research Planner: Doing Critical Participatory Action Research (1st ed.). Springer Singapore.
    • Leistyna, P. (2004). Presence of Mind in the Process of Learning and Knowing: A Dialogue with Paulo Freire. Teacher Education Quarterly: Critical Pedagogy: Revitalizing and Democratizing Teacher Education, 31(1), 17-29.
    • Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines. University of Edinburgh UK. Retrieved from https://www.dkit.ie/ga/system/files/Threshold_Concepts__and_Troublesome_ Knowledge_by_Professor_Ray_Land.pdf
    • Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., … Wilde, S. (2009). Education for All: The Future of Education and Training for 14-19 Year-Olds (1 edition.). London; New York: Routledge.
    • Richardson, W. (2007). Perspectives on vocational education and training in post ‐JowuarrnEalnogflaVnodc. ational Education & Training, 59(3), 273- 277. doi:10.1080/13636820701520245
    • Sharpe, R., Beetham, H., & Freitas, S. de. (2010). Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences. New York: Routledge.
    • Shotter, J. (2012). Wittgenstein and Language Games in Qualitative Research. In The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal1280/abstract
    • Stott, A., & Neustaedter, C. (2013). Analysis of Gamification in Education. Technical Report 2013-0422-01, Connections Lab, Simon Fraser University, Surrey, BC, Canada, April, 8 pgs. Retrieved from http://carmster.com/clab/uploads/Main/Stott-Gamification.pdf
    • Thompson, R. (2009). Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales. British Journal of Sociology of Education, 30(1), 29-42. doi:10.1080/01425690802514318
    • Thompson, R. (2014). Initial teacher education for the education and training sector in England: development and change in generic and subject specialist provision. Retrieved from http://eprints.hud.ac.uk/22463
    • Vygotsky, L. (1978). Mind in Society: Development of Higher Psychological Processes (New edition edition.). Cambridge: Harvard University Press.
    • Walsh, A. (2014). The potential for using gamification in academic libraries in order to increase student engagement and achievement. Nordic Journal of Information Literacy in Higher Education, 6(1), 39-51.
    • Wertsch, J. (1985). Vygotsky and the Social Formation of Mind. Cambridge, MA, USA: Harvard University Press.
    • Whitton, N., & Moseley, A. (2012). Using games to enhance learning and teaching a beginner's guide. New York: Routledge.
  • Inferred research data

    The results below are discovered through our pilot algorithms. Let us know how we are doing!

    Title Trust
    40
    40%
  • No similar publications.

Share - Bookmark

Cite this article