Defining a game-based learning proposal to work with teachers' professional wellbeing. The Teaching to Be video game.

Autor/inn/en	Merino-Cajaraville, Alba; Ramírez-Moreno, Carlos; García-Lázaro, Irene; Reyes-De-Cózar, Salvador
Titel	Defining a game-based learning proposal to work with teachers' professional wellbeing. The Teaching to Be video game.
Quelle	Aus: Martinsone, Baiba (Hrsg.); Jensen, Maria Therese (Hrsg.); Wiesner, Christian (Hrsg.); Zechner, Kerstin Angelika (Hrsg.): Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn: Verlag Julius Klinkhardt (2024) S. 35-51 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-6091-8; 978-3-7815-2636-5
DOI	10.25656/01:29910 10.35468/6091-02
URN	urn:nbn:de:0111-pedocs-299102
Schlagwörter	Lehrer; Wohlbefinden; Profession; Forschung; Soziales Lernen; Emotionales Lernen; Stress; Belastung; Selbstwirksamkeit; Burnout-Syndrom; Lehrerbildung; Lehrberuf; Mental Health; Kompetenzentwicklung; Unterrichtsforschung; Berufsbildung; Pädagogische Psychologie; Spielerisches Lernen; Unterrichtsklima; Sozio-emotionaler Faktor; Programm; Implementierung; Videospiel; Intervention; Resilienz; Gesundheit; Interkulturelle Forschung; Internationaler Vergleich; Europa; Spanien
Abstract	This chapter investigates the intersection of professional wellbeing among teaching staff and the potential of educational video games as a tool for improvement as part of the European Project “Teaching to Be”. A novel design model is proposed, rooted in interactive digital storytelling principles. The model is applied in the development of Teaching to Be: A Path to Wellbeing, a video game crafted specifically to enhance the professional wellbeing of educators. The study critically assesses the model’s strengths and weaknesses, offering insights into its applicability in educational game design. By examining the impact of Teaching to Be: A Path to Wellbeing, this research contributes to the growing discourse on the role of interactive digital storytelling in fostering positive outcomes for teaching professionals. The nuanced evaluation provides a foundation for refining future iterations of the model and offers practical considerations for those venturing into the realm of educational game design for teacher wellbeing. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main