Exploring co-design processes of epistemic game scenarios to support teacher professional identity development

Date

2025-01-01

Author

Çakır, Nur
Sarıdemir, Hürriyet
Gök Ayyıldız, Neslihan
Foster, Aroutis
Öner, Diler

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This study investigated how different co-design partners engaged in the co-design process while developing two epistemic game scenarios designed to support professional identity development in teacher education. Using a participatory design research framework, the study examined the co-design process of these two game scenarios. Data were collected through semi-structured interviews, online video recordings of co-design sessions and whole-class discussions, open-ended questionnaires, and researcher field notes. Reflexive thematic analysis was used for data analysis, and convenience and purposeful sampling methods were employed for participant recruitment. Findings highlight that the co-design process provides significant learning opportunities for all team members by breaking down traditional roles, fostering collaborative and mutual learning, and integrating diverse stakeholder perspectives. Pre-service teachers primarily took on ‘user’ and ‘tester’ roles, while teacher educators and in-service teachers assumed ‘informant’ roles. Although participants’ roles evolved and diversified throughout the co-design process, deeper engagement should be actively facilitated to ensure a more effective co-design experience.

Subject Keywords

Co-design, epistemic games, teacher education, teacher identity development

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=105023871203&origin=inward
https://hdl.handle.net/11511/117523

Collections

Department of Educational Sciences, Article