Scholars in teacher education have observed that the dichotomy between teachers’ professional and personal identities could restrain their pursuits of adopting innovative approaches in the classroom. At the same time, adopting new pedagogical approaches often contests teachers’ professional identities and confidence. In this paper, we examine a graduate course on game-based learning, designed for professionals such as teachers and practitioners. While video games and game-based learning have gained attention from researchers and practitioners, they may pose challenges for many teachers. We observed that this course could provide opportunities for participants to construct their narratives in relation to gaming and learning over time. They may also reinterpret and extend their cultural worlds as part of their teacher identity. We conclude that enabling teachers to confront tensions and risks of adopting unfamiliar practices could help them transform their self-narratives. This study could inform design considerations to support teachers’ adopting innovative pedagogies in future research and practices on professional learning. It is also important to acknowledge that the study had limited participant diversity and representativeness. There is the need for further exploration of teachers with different backgrounds and experiences in order to better understand the challenges and opportunities of adopting innovative pedagogies.

教师教育学者观察到，教师专业身份和个人身份之间的二分法可能会限制他们在课堂上采用创新方法的追求。与此同时，采用新的教学方法往往会挑战教师的专业身份和信心。在本文中，我们研究了为教师和从业者等专业人士设计的基于游戏的学习研究生课程。虽然视频游戏和基于游戏的学习已引起研究人员和从业者的关注，但它们可能给许多教师带来挑战。我们观察到，随着时间的推移，本课程可以为参与者提供构建与游戏和学习相关的叙述的机会。他们还可能重新解释和扩展他们的文化世界，作为他们教师身份的一部分。我们的结论是，让教师能够面对采用不熟悉的做法所带来的紧张和风险，可以帮助他们改变自我叙述。这项研究可以为设计考虑提供信息，以支持教师在未来的专业学习研究和实践中采用创新的教学方法。同样重要的是要承认该研究的参与者多样性和代表性有限。需要对具有不同背景和经验的教师进行进一步探索，以便更好地理解采用创新教学法的挑战和机遇。