ABSTRACT
The context of digital culture implies a re-dimensioning of teacher training, in view of the specificities of digital competences necessary for the development of a quality education and that addresses current issues. In this sense, the question arises: how does teacher training through gamification enable a new look at teaching? This article presents the result of an empirical investigation, of a qualitative nature and from the perspective of pedagogical intervention, which aimed to analyzing how teacher training using the gamification strategy enables the understanding of teaching practice. The gamified subject, and the focus of this investigation, is offered in undergraduate courses and fits into the list of subjects in the pedagogical context. As data collection instruments, participatory observation and a questionnaire were used. The analysis occurs from the categorization and theoretical confrontation. The results indicate that the gamification of the subject allowed the participants to understand the scope of the teaching action, not being limited to the physical space of the classroom, with the appropriation of different methodologies.
Keywords:
Education; Teacher training; Gamification; Digital Culture