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The essence of this book is to shed light on the nature of current educational practices from a variety of theoretical perspectives. Both teachers and their trainers provide a better understanding of teacher training and learning processes. Mutual interrelations and the provision of knowledge between academia and schools are essential for merging discourses and aligning positions, whereby turning practice into theory and theory into practice in today’s teaching is vital for suitably responding to multiple issues and increasingly diverse contexts.

The array of studies from around the world compiled in this volume allow readers to find common ground, discover shared concerns, and define goals. Studying teaching practice and training in different contexts reveals the state-of-the-art practices and identifies those issues that enable educators to understand the complexities involved. The chapters examine the development of our knowledge and understanding of teaching practices, at the same time as analysing engaging learning environments, the sustainability of learning and teaching practices, and highlighting new practices based on the use of ICTs. The diverse teaching contexts considered in this compilation of international research are organized according to the following topics: Teaching occupational learning and knowledge; Teacher beliefs and reflective thinking; and Innovative teaching procedures.

The contributors are Laura Sara Agrati, Dyann Barras, Verónica Basilotta Gómez-Pablos, Benignus Bitu, Robyn Brandenburg, Heather Braund, Michael Cavanagh, Chiou-hui Chou, Jean Clandinin, Leah L. Echiverri, Maria Flores, Francisco García Peñalvo, María García-Rodríguez, Ana García-Valcárcel, Stephen Geofroy, Raquel Gómez, Jenna Granados, Hafdís Guðjónsdóttir, Jukka Husu, Jóhanna Karlsdóttir, Keith Lane, Celina Lay, Samuel Lochan, Marta Martín-del-Pozo, Ella Mazor, Sharon M. McDonough, Lennox McLeod, Juanjo Mena, Wendy Moran, Brian Mundy, Nkopodi Nkopodi, Lily Orland-Barak, Edda Óskarsdóttir, Samuel O. Oyoo, Stefinee Pinnegar, Eleftherios Soleas, Lystra Stephens-James, Linda Turner, Antoinette Valentine-Lewis, and Sarah Witt.


In modern society, people are surrounded by technology, which they use to communicate, inform, study, work and entertain. However, digital technologies can also be used to implement innovative educational practices. Video games are being increasingly incorporated into different educational levels and educational settings. However, the use of video games in educational settings is heavily dependent on educators’ attitudes towards them. Therefore, in this chapter, we want to search for and research about the attitudes from a specific type of educators to discover their predisposition towards video games. In this regard, we analyse the attitudes of higher education students in the undergraduate Degree in Pedagogy at the University of Salamanca (Spain) towards one of the approaches to implementing video games in education: collaborative learning with video games. As the future graduates of this course will be working in various educational contexts, it is important to know their current attitudes towards the use of video games in education and, specifically, towards collaborative learning with video games. This study is an ex post facto study that uses a specially created attitude scale. The questionnaire contains questions about the students’ demographics, the variety of digital resources they use and their frequency of playing video games. The results show that higher education students in pedagogy have positive attitudes towards collaborative learning with video games, suggesting that they are likely to implement innovative practices using video games in collaborative learning activities in the future. Furthermore, male students and students who play video games more frequently have better attitudes towards using video games in collaborative learning activities. In addition, those with smartphones at home have more positive attitudes than those without. Finally, students’ ages and the variety of digital resources they use to play video games at home impact their attitudes towards collaborative learning with video games.

In: Teachers’ Professional Development in Global Contexts