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Teacher Cognition Related to Tabletop Game Use in Language Learning Classrooms
Daniel M. Jones (author)William R. Acton (thesis supervisor)Kay E. McAllister (second reader)Jonathan W. deHaan (external examiner)Trinity Western University SGS (Degree granting institution)
This research explores teacher cognition related to tabletop game (TTG) use in language learning classrooms. Games have been noted as having compatibility with teaching and learning principles (Sykes & Reinhardt, 2013). However, the broad principled use of TTGs is not evident (deHaan, 2019). The central concern of this study was the extent to which teacher cognition affects TTG utilization. The study explored how teacher cognition shapes materials implementation as well as ways to support teaching expertise. General teacher cognition was investigated through a quantitative questionnaire. Specialist teacher cognition was examined through qualitative interviews (six teachers). Responses were analyzed to identify emerging cognition patterns. The survey results from both groups were compared and contrasted. Patterns of teaching and cognition varied within and between both groups. Specialist teachers had significant markers of teaching ‘expertness’ related to using TTGs. Recommendations for increasing expertness (Borg, 2015) related to teaching with games are provided.
English language -- Study and teaching -- Foreign speakers.Board games.Cognitive psychology.Teachers -- Psychology.Second language learning and teaching.Teaching -- Aids and devices.