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

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dc.contributor.authorSebastian, Christian
dc.contributor.authorVergara, Martin
dc.contributor.authorLissi, Maria Rosa
dc.contributor.authorPino, Catalina Henriquez
dc.contributor.authorSilva, Maximiliano
dc.contributor.authorPerez-Cotapos, Maria Asuncion
dc.date.accessioned2025-01-20T16:04:22Z
dc.date.available2025-01-20T16:04:22Z
dc.date.issued2025
dc.description.abstractBackground: 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.
dc.description.funderChilean National Fund of Science and Technology, CONICYT-FONDECYT
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.learninstruc.2024.102008
dc.identifier.eissn1873-3263
dc.identifier.issn0959-4752
dc.identifier.urihttps://doi.org/10.1016/j.learninstruc.2024.102008
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/89726
dc.identifier.wosidWOS:001317468100001
dc.language.isoen
dc.revistaLearning and instruction
dc.rightsacceso restringido
dc.subjectEpistemic cognition
dc.subjectEpistemic change
dc.subjectTeacher education
dc.subjectPlayful university course
dc.titlePlayful stances for developing pre-service teachers' epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play
dc.typeartículo
dc.volumen95
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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