Teacher education is a crucial aspect in improving education. However, the discussion in this field has focused on global issues, such as economical or structural aspects, leaving in the background the complex process of learning to teach as part of the teacher professional development. Therefore, it is important to analyse the mechanisms behind professional learning. This research is focused on the analysis of the interactions among preservice teachers involved in a game designed to promote reflection and sociocognitive conflict. This is a multiple case design, with a sample of 15 preservice teachers that were in the first year in a private university from Santiago, Chile. The interactions are analysed qualitatively, distinguishing among disputational, cumulative and exploratory interactions. Results indicate a predominance of exploratory talk and some differences among the groups were observed. Findings are discussed in terms of the implications for teacher education.
Guerra Zamora, P., Grau Cárdenas, V., Balmaceda, C. S., & Galdames Riquelme, A. (2018). Interaction Analysis among Preservice Teachers During a Serious Game. Revista De Psicología, 27(1), pp. 1–13. https://doi.org/10.5354/0719-0581.2018.50750
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