El uso de la gamificación como vehículo de intercambio pedagógico para el desarrollo profesional del profesorado




Palabras clave:

desarrollo profesional del profesorado, gamificación, práctica pedagógica, aprendizaje colaborativo


La gamificación introduce mecánicas de juego en contextos organizacionales para mejorar el impacto, los resultados o la participación del personal en un área específica de enfoque. Esta investigación-acción explora el potencial del juego como sistema para compartir la práctica pedagógica en una escuela de educación secundaria internacional. El estudio utiliza una actividad de 6 semanas que invita al profesorado a crear, desarrollar y compartir su práctica pedagógica a través de demostraciones en vivo con un/a compañero/a observador/a para recibir comentarios críticos. El estudio obtuvo datos de catorce participantes, con una mezcla de experiencia profesional, todos/as trabajando en la misma escuela. Las percepciones de los/las participantes sobre el impacto del proceso gamificado, su éxito en fomentar el intercambio de prácticas pedagógicas y su eficiencia como una alternativa al desarrollo profesional “tradicional” se obtuvieron mediante la realización de encuestas previas y posteriores a la gamificación. Los resultados muestran un apoyo positivo al uso de la gamificación en un contexto escolar para aumentar el intercambio pedagógico y mejorar la confianza de los docentes en cuanto a la profundidad y uso de diferentes estrategias pedagógicas. Además, se demostró que la gamificación puede proporcionar un vehículo de desarrollo profesional positivo para las escuelas. Finalmente, el estudio identifica nuevas vías para futuras investigaciones sobre el uso de la gamificación para el desarrollo profesional del profesorado de las escuelas.


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Biografía del autor/a

Richard Greaves, University of Essex Online

Assistant Principal at Suzhou Singapore International School. He has more than 15 years of teaching and management experience in international school education in Thailand, Taiwan, Hong Kong and China. He holds a BA (Hons) in Geography by the University of Portsmouth, a PGCE in Secondary Education and Teaching by the University of Sunderland and a Master in Education by the University of Essex.  His current research interests include the role of technology in teaching learning and assessment and gamification as a way of sharing pedagogic knowledge and increasing learning conversations in (international) schools.

Dimitrios Vlachopoulos, Rotterdam School of Management, Erasmus University

Dimitrios Vlachopoulos has worked as faculty member in different universities in the Netherlands, the UK, the USA, Spain, Greece and Cyprus, mainly conducting research in education sciences and teaching in post-graduate and doctorate programs in the field of pedagogy and business administration. Currently, he is Associate Professor and director of e-learning at Rotterdam School of Management, Erasmus University. Since 2019 is a Senior Fellow of the Higher Education Academy (SFHEA) and Fellow of the Royal Society of Arts (FRSA). He has more than 100 publications in peer-reviewed journals, books, and international conferences and has participated in more than 20 EU projects related to teachers’ training, online education, quality assurance and evidence-informed teaching innovation.


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Cómo citar

Greaves, R., & Vlachopoulos, D. (2023). El uso de la gamificación como vehículo de intercambio pedagógico para el desarrollo profesional del profesorado. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 245–264. https://doi.org/10.5944/ried.26.1.34026