Abstract
Both schools and higher education providers have changed considerably as a result of the mass introduction of ICTs in education. This has its bearing on the way teacher training is shifting towards adopting more flexible approaches to organising and delivering teachers’ practice learning experience at the pre-service and in-service levels. The chapter builds on certain theoretical ideas related to the use of serious games and the gamification of teacher training. It also proposes practical solutions in this respect, which are based on two case studies and demonstrate the development and the introduction of two different simulation games (“Tiny Oaks Nursery” and “Play2Do,” focusing, respectively, on dealing with pre-school children and addressing learning difficulties and special needs students). The results of the games’ mass pilots show an increase in knowledge and skills significant at the 0.05 level and in most cases at the 0.01 level for Digital Bridges and at the 0.01 level for Play2Do, showing that simulation games can be used successfully for practice learning in areas that deal with vulnerable people.
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Notes
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SOURCE: Social protection and Social inclusion Glossary. DG Employment, Social Affairs and Inclusion: http://ec.europa.eu/employment_social/spsi/vulnerable_groups_en.htm
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Connolly, T., Tsvetkova, N., Hristova, P. (2020). Gamifying Teacher Training: Simulated Practice Learning for Future and Practising Teachers Interacting with Vulnerable Learners. In: Bradley, E. (eds) Games and Simulations in Teacher Education. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-44526-3_5
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