Being a novice teacher is challenging. The demands of the day to day work, the lack of professional experiences around which one can make more informed decisions, and an underdeveloped understanding of the nuances to implementing research-based practices are but a few of these challenges. For novice teachers who are seeking alternate routes to licensure, rather than more traditional teacher preparation pathways, their limited professional knowledge in teaching and learning further inhibits their instructional practice. This study centres on 55 of these novice teachers who are seeking licensure through alternative pathways and examines their perspectives on using Gameful Learning, an emerging pedagogy that supports autonomous learning, within their own instructional context. Findings indicate that while they agree with the philosophical constructs of autonomous learning through Gameful Learning, they struggled to understand how they might do it with their students or insisted it could be done if students’ academic dispositions and behaviours were different.

Authors: Cory A. Bennett, Beverly Ray

Published in: Ireland International Conference on Education (IICE-2023)

  • Date of Conference: 11-13 April 2023
  • DOI: 10.20533/IICE.2023.0028
  • ISBN: 978-1-913572-51-8
  • Conference Location: Dún Laoghaire, Ireland