Abstract
This paper introduces to Class-Card, a role-playing simulation allowing pre-service teachers to experience a large part of the instructional process, from planning, to post-active phases. The players first have to perform a cognitive analysis of the learning tasks of a lesson, then they are faced with disruptive events they react on, guided by theoretically-sound frameworks. We examined seven pre-service teacher students using Class-Card on five simulations. The results show that participants were engaged in rich decisions and verbal interactions about the events they were faced to. We contend that Class-Card is a promising way to attenuate the “reality-shock” novice teachers experience and help them build professional knowledge.
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Acknowledgements
This paper has been partially funded by the Pôle Grenoble Cognition, Grenoble Alpes university. We wish to thank the participants of this study, Macha Klajnbaum for designing the Class-Card material, Hélène Gondrand for her thoughtful help during the experiment, and Ignacio Atal as well as the three anonymous reviewers for their constructive comments on a previous version of this paper.
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Dessus, P., Chabert, J., Pernin, JP., Wanlin, P. (2020). Class-Card: A Role-Playing Simulation of Instructional Experiences for Pre-service Teachers. In: Marfisi-Schottman, I., Bellotti, F., Hamon, L., Klemke, R. (eds) Games and Learning Alliance. GALA 2020. Lecture Notes in Computer Science(), vol 12517. Springer, Cham. https://doi.org/10.1007/978-3-030-63464-3_27
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