This action research study explores how gamification can serve as an effective vehicle for professional development within an international school setting.
Through a six-week activity in which teachers earned points for sharing practices, observing lessons, and providing feedback, a collaborative environment was created that fostered meaningful pedagogical exchange.
The results show that gamification not only increased the frequency of teaching-related discussions but also strengthened teachers’ confidence in their own instructional strategies.
Beyond the game itself, the study reveals that the success of this approach lies in how gamified design helped to break down traditional barriers, such as fear of being observed or lack of time.
The inclusion of digital components and teacher autonomy reinforced a sense of control over professional development, challenging the more top-down and formal nature of traditional workshop models. However, some challenges were also noted: motivation was not always sustained, and enthusiasm varied depending on collaboration dynamics and external conditions, such as the online learning context.
This case offers valuable insights for researchers and school leaders interested in rethinking CPD (Continuing Professional Development). While the game element can act as a catalyst, the key lies in the environment: a culture of trust, clear observation criteria, and accessible digital tools.
The study suggests that, under the right conditions, gamification can transform teacher training into a more participatory, practical, and contextually grounded process—better suited to the real needs of the classroom.
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How to Cite: Greaves, R., & Vlachopoulos, D. (2023). The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 245–264. https://doi.org/10.5944/ried.26.1.34026