Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-09-14 DOI:10.1016/j.learninstruc.2024.102008
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Abstract

Background

Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers.

Aims

In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change.

Participants

Twenty-five female student teachers in their second, third, or fourth year of study participated in the study.

Methods

Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences.

Results

The analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge.

Conclusions

We discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.

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以游戏的姿态发展职前教师的认识认知:通过游戏解决认识变化中的认知、情感和身份复杂性问题
背景认识认知发展较好的教师教得更好,并能促进学生更多更好地学习。研究表明,教师培训对学生教师的认识认知发展影响甚微。认识认知干预的困难之一在于,除了概念层面,认识变化还意味着身份挑战和情绪困扰。这两者都需要在游戏的环境中加以处理。我们设计并实施了一门大学课程,作为社会建构主义的游戏式培训体验。在之前的一项研究中,我们通过成长曲线分析表明,这门课程促进了学生教师的认识认知发展。在这项研究中,我们分析了课程参与者的经历,以描述生活中的变化过程,并提出了理解基于游戏的课程与认识变化之间关系的方法。结果通过分析,我们认识到学生对课程的态度、他们在课堂上的角色以及对概念的理解都发生了变化,我们将这些变化分为四个阶段,从最初的困惑和抵触,到积极主动地整合知识。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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