Chapter 8: Integrating Play-Based Learning Into Teacher Education With Minecraft and Escape-Games

This study explores the integration of play-based learning in Norwegian teacher education through digital games, specifically Minecraft and escape games. Through qualitative analysis of podcast discussions from 10 master students who are also practicing teachers across different school levels, the research investigates how these educators perceive digital games as learning tools and their potential classroom applications. Four key themes emerged: games foster 21^st-century skills like collaboration and critical thinking, educational gaming can be inclusive by providing spaces where all students can contribute, teachers navigate tensions between traditional knowledge acquisition and skill development through play, and both game design and teacher facilitation significantly impact learning outcomes. While participants positioned themselves primarily as teachers rather than learners during discussions, they demonstrated positive yet critical reception of digital games as tools for play-based learning. They valued games for developing creativity, communication, and cooperation rather than strictly curricular content. The study contributes to understanding how play-based learning can be meaningfully incorporated into teacher education and subsequently into classroom practice across educational levels, challenging traditional notions of teaching while acknowledging the need for purposeful design and facilitation.