Initial Training in the Use of Didactic Game Strategies: What Do Practising Teachers Say?

Abstract

To carry out good teacher training, we need professionals capable of teaching
from all aspects. To do this, they must be trained in various active methodologies,
among which is game-based learning. It is said that it is necessary to break the
apparent opposition between play and work, which considers the latter associated
with the effort to learn and play as idle fun. The objective of this research is to
know the opinion and assessment of teachers on initial training and learning of
recreational/didactic tools, and their impact on the teaching/learning process. This
research was carried out through semi-structured interviews with 16 Primary
Education teachers from different educational centers in Andalusia (Spain).
Subsequently, a content analysis was carried out to collect the evaluations
provided, extracting the most fundamental characteristics. Data processing was
carried out using the QSR Nvivo 12 Plus qualitative program. The results conclude
that the initial training of teachers presents deficits in the acquisition of knowledge
on the subject. A fact that is supplemented during the training received during the
exercise of their professional performance. Likewise, suggestions and elements for
improvement of the issue are presented, pointing out the teacher, the study plans
and the university institution itself as axes of change.