Source: Asia-Pacific Journal of Teacher Education, Volume 41, Issue 2, 2013, pages 186-196.
This exploratory study investigated the problems outlined in the literature surrounding the development of Teaching Games for Understanding (TGfU).
The participants were 44 pre-service teachers.
The authors analysed blog postings over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy in order to ascertain whether there are specific aspects of TGfU conception that prevent learning of deeper concepts.
The findings revealed that students move through at least two SOLO levels of metacognitive development.
For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm.
This may limit their understanding of TGfU when they perceive that it is not antithetical to their existing paradigm but rather it represents a balanced approach to achieving the goals of skill-based instruction.