Search:
Computing and Library Services - delivering an inspiring information environment

The impact of a game-based approach to Bourdieu on learners training to teach in post-compulsory education at an English University

Reynolds, Cheryl (2015) The impact of a game-based approach to Bourdieu on learners training to teach in post-compulsory education at an English University. In: Inspire Conference, 14 January 2015, University of Huddersfield. (Submitted)

[img] PDF - Submitted Version
Download (202kB)

Abstract

The delivery of theory alongside practice in teacher education is inherently challenging and prone to failure, leaving trainees ill-prepared to problematise the social and cultural realities that shape their classrooms. Finding new and productive ways for trainees to engage with theoretical concepts is, therefore, an important educational and social outcome. This paper explores the use of a game-based approach to the teaching of Bourdieu's notions of field and habitus to two small groups, training with a University in the North of England to become teachers in post-compulsory education. Critical and learning theories are used to explain and justify the design decisions and strategies employed and critical participatory action research is used to evaluate the impact of the game. The paper reports encouraging findings and recommends extension and wider use of such strategies in the teaching of theory to resistant groups.

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QA Mathematics > QA76 Computer software
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Users 3494 not found.
Date Deposited: 27 Jan 2015 09:33
Last Modified: 30 Nov 2016 17:10
URI: http://eprints.hud.ac.uk/id/eprint/23228

Downloads

Downloads per month over past year

Repository Staff Only: item control page

View Item View Item

University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©