Purpose

The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?

Design/methodology/approach

To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.

Findings

The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.

Originality/value

The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.

中文翻译：

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修补教师学习：教师教育中批判性游戏素养的案例

目的

本文的目的是将游戏性重新定位为教师教育中的一种人性化方法。当教师应对当前加强控制、监督和系统性不平等的时刻时，这些在教师教育方面提出的举措可能是越界的。在教学和教师教育中继续“玩耍”，而不是仅仅局限于童年或婴儿期，它是什么样子的？

设计/方法/途径

为了检验教师教育者如何设计教师的批判性游戏素养，作者提供了三个“工作示例”（Gee，2009），说明了职前教师在英语素养教师教育课程中的游戏实践。

发现

作者强调了与共同设计教师游戏和教师教育中的游戏文学相关的教学设计元素：实践日常创造力的生成约束，弄清楚它以培养教师的能动性和汇报以打断教学的永久表现。

原创性/价值

“好玩”一词作为实践的描述符和活动的限定词经常出现在各个领域的教育文献中。游戏与批判性素养的关系——更具体地说，教育者的素养和学习——很少被探索。