Dungeons & Dragons & professional development: inquiring as to whether, how, and why D&D provides a space in which pedagogical and epistemological beliefs can be explored by educators

Abstract

In the following thesis, the principal investigator begins an initial exploration into the possibilities of using Dungeons & Dragons as a tool of professional development for educators based on some key anecdotal experiences hinting at its potential. More specifically, this inquiry aims to examine whether using D&D in this way provides a safe and effective space for teacher‘s beliefs and perspectives to be explored, reflected upon, and perhaps even shifted. After grounding the inquiry in academic literature on the subjects of difficult-to-alter teacher beliefs and their importance, the impact of fun and collaboration on education, and some direct research into role-playing as a form of learning, the principal investigator will lead a group of secondary colleagues through several sessions of Dungeons & Dragons while asking them to reflect upon some key educational implications. What the participants report back in their written reflections and a subsequent focus group discussion represents a vast, complex array of reflective thoughts on subjects like the role of the teacher, the role of the student, the role of the classroom, pedagogy, and epistemology. Though this is intended to be just an initial inquiry as to whether further research on this topic is warranted, the depth and quality of the reflection is encouraging enough to provide ample justification to continue this exploration.