Análisis de las interacciones entre estudiantes de pedagogía durante un juego serio

Paula Guerra Zamora; Valeska Grau Cárdenas; Christian Sebastián Balmaceda; Alejandra Galdames Riquelme

doi:10.5354/0719-0581.2018.50750

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Interaction Analysis among Preservice Teachers During a Serious Game

Authors

Paula Guerra Zamora Universidad Autónoma de Chile
Valeska Grau Cárdenas Pontificia Universidad Católica de Chile
Christian Sebastián Balmaceda Pontificia Universidad Católica de Chile
Alejandra Galdames Riquelme Pontificia Universidad Católica de Chile

Vol. 27 No. 1 (2018)

https://doi.org/10.5354/0719-0581.2018.50750

Abstract

Teacher education is a crucial aspect in improving education. However, the discussion in this field has focused on global issues, such as economical or structural aspects, leaving in the background the complex process of learning to teach as part of the teacher professional development. Therefore, it is important to analyse the mechanisms behind professional learning. This research is focused on the analysis of the interactions among preservice teachers involved in a game designed to promote reflection and sociocognitive conflict. This is a multiple case design, with a sample of 15 preservice teachers that were in the first year in a private university from Santiago, Chile. The interactions are analysed qualitatively, distinguishing among disputational, cumulative and exploratory interactions. Results indicate a predominance of exploratory talk and some differences among the groups were observed. Findings are discussed in terms of the implications for teacher education.

Keywords:

teacher education, pedagogical game, pedagogical beliefs

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How to Cite

Guerra Zamora, P., Grau Cárdenas, V., Balmaceda, C. S., & Galdames Riquelme, A. (2018). Interaction Analysis among Preservice Teachers During a Serious Game. Revista De Psicología, 27(1), pp. 1–13. https://doi.org/10.5354/0719-0581.2018.50750