Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17672
Title: 
Professional development for scaling pedagogical innovation in the context of game-based learning: Teacher identity as cornerstone in “shifting” practice
Authors: 
Keywords: 
Games
Identity
Professional development
Scaling
Issue Date: 
2014
Citation: 
Chee, Y. S., Mehrotra, S., & Ong, J. C. (2014). Professional development for scaling pedagogical innovation in the context of game-based learning: Teacher identity as cornerstone in “shifting” practice. Asia-Pacific Journal of Teacher Education, 43(5), 423-437. http://dx.doi.org/10.1080/1359866X.2014.962484
Abstract: 
A dominant discourse on “scaling-up” small-scale innovations based on a limited
number of successful classroom trials pervades the educational literature. We
view this discourse as insensitive to the professional work of teachers and the
human side of school change. Our research investigated how teacher professional
development could be conceived and conducted to support take up of digital
game-based learning in the context of a three-week social studies unit on
governance and citizenship. Students played a mobile game in their own time. In
the classroom, teachers enacted dialogic pedagogy to facilitate students’ meaning
making of their game play experience. Our findings indicate that teacher identity,
constituted by their interwoven knowing–doing–being–valuing, is central to any
effort to scale pedagogical and technological innovation. We modified our
original model for the appropriation of innovation uptake by teachers to one that
places teacher identity as the centrepiece of the model and cornerstone in
“shifting” teacher practice.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia-Pacific Journal of Teacher Education. The published version is available online at http://www.tandfonline.com/10.1080/1359866X.2014.962484
URI: 
ISSN: 
1359-866X (print)
1469-2945 (online)
Other Identifiers: 
10.1080/1359866X.2014.962484
Appears in Collections:Journal Articles

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