Every teacher develops professionally throughout their career. Their development is influenced by many factors. Their development determines how they prepare lessons, set goals, and use various teaching methods.
In the theoretical part, we defined the meaning of teaching and listed and presented teaching forms. We presented various classifications of teaching methods and defined them in more detail. When presenting teaching methods, we focused specifically on the teaching method of play. We presented didactic strategies and at the end of the theoretical part, we defined the professional development of teaching professionals.
In the empirical part, we were interested in why teachers decide to use the game teaching method and which learning goals they want to achieve using it. We wanted to find out how often they use the aforementioned teaching method, whether they use it equally often in different subjects, and whether the game teaching method, according to the assessment of the teachers included in the study, has the same effect in all subjects. We were interested in what criteria they use to choose the types of games, where they get ideas for them. We wanted to find out from the interviewees what they pay attention to when using the game teaching method, what teaching methods they supplement it with, how they used it in the past, how they deal with it today, and whether they have experience using the game teaching method in project-based learning. In doing so, we wanted to provide an illustration with examples from practice and an overview of how their methodological competence has developed throughout their careers, especially when using the game teaching method, and what importance they attach to various factors that have contributed to the development of their methodological competence. Eight people participated in the interview, four of whom were teachers and four were preschool teachers. The qualitative research was conducted using a semi-structured interview.
The results obtained through the research show that by using educational games, teachers and preschool teachers mostly achieve the set learning goals. They use it for at least one hour of class per day because they believe that it allows them to achieve good results and contributes to greater motivation to learn new things in students. Most teachers and preschool teachers agree that the effect of the educational game method is the same in all subjects. They choose different types of games, preferably physical ones. The interviewees provide quite different sources for the ideas they use when implementing the educational game method. Most of them are obtained using the YouTube application - with videos of foreign teachers and Pinterest. In addition, they also highlight workshops and various training courses, and some cite their own experiences. All interviewees emphasize that they supplement the educational game method with various teaching methods and activities, while half of the interviewees have not yet used it in project-based learning. Throughout their careers, the teachers and preschool teachers have developed differently. In the early days, they did not use game teaching methods to the same extent as they do now, and they did not attach such importance to them. Now they are increasingly aware of their educational and upbringing significance. The interviewees note that their development of methodological competence is influenced by various factors.
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