Encouraging Teachers’ Reflection Using a Card Game: The Game of Consequences Aikaterini Klonari 1 and Anthi Gousiou 2 1 Dept of Geography, University of the Aegean, Mytilene, Greece 2 Dept of Cultural Technology and Communications, University of the Aegean, Mytilene, Greece aklonari@geo.aegean.gr goussiou@aegean.gr Abstract: This article presents the theoretical background of the design and the features of a Card Game (CG) – entitled “The Game of Consequences”‐ that has been designed under the Identifying Teacher Quality (ITQ) Project (ITQ: a tool‐box for teacher reflection). The specific project took an integrated approach to teachers’ quality exploration throughout Europe using participatory design methods in an endeavor to identify and define this particular matter. “The Game of Consequences” aims at the increase of teachers’ awareness on the consequences of their choices for different stakeholders/aspects by reflecting on several dilemmas related to school reality (e.g. sponsorships, teaching licenses issues, school curriculum, students’ behaviors and punishments, innovative teaching programs, definition of school rules, students’ assessment policies, teachers’ evaluation, teachers’ training courses, teachers’ workload, population of each class). In fact, schools are complex dynamic systems comprised from different parts and stakeholders, like the satisfaction of pupils, parents, teachers, local community, national authorities, the exam results, and the school finances which have different viewpoints and beliefs but also interact and influence each other. The CG is not explicitly focused on teaching a specific topic but exposes players to challenging situations where existing knowledge and experience must be used, processed and applied. Moreover, the CG is physical instead of electronic because the intention was the social interaction advantages to be exploited. The design of the aforementioned game was based on social and constructivist views of learning and critical thinking. The game enables role playing, collaboration, decision making and reflection while the target group of it can be teachers, student teachers and teacher educators. The game might serve as an effective intervention for teachers’ development through reflection on professional dilemmas and peer collaboration. Consequently, it could aid them to promote essential competences such as critical thinking, social, communication and team‐work skills. Keywords: card‐game, collaboration, education, reflection, teachers’ quality, teachers’ development 1. Introduction Games are extremely useful pedagogical devices as they enhance the traditional teaching strategies and make learning concepts more palatable for the students (Boyle, 2011). Actually, games are the most ancient and traditional vehicle for education (Crawford, 1982). During game‐play, safe playful spaces are provided in which students can make mistakes in safe environments as well as they are devoid of external consequences because failure is an expected, recognized and also accepted part of the process. Thus, students can reflect on their mistakes, experiment, explore, construct things and create their own entities (Whitton, 2012). In addition, games offer advantages in terms of motivation, engagement and interaction (Malone & Lepper, 1987; Kirriemuir & McFarlane, 2004). Card games (CGs) are simple games (Crawford, 1982) that use a set of physical equipment – usually 52 cards, generated from two factors: rank (13 values) and suit (4 values) ‐ and they are focused on the combinations of the cards built from these two factors. Players, according to the rules of the CG, at hand may gain or lose cards. Their ultimate aim is to create appropriate sets of cards based on existing and potential combinations and estimations in order to win the game. Due to the simplicity of their rules and their equipment, CGs can be used as a baseline for a novice player, in order to be motivated and engaged in the game‐based learning experience (Gosper & McNeil, 2012). To this end, many variations of the traditional card deck or totally new card decks have been designed in order educational CGs to be developed. Concerning learning issues, Eck (2006) claims that CGs are appropriate for the enforcement of matching, number manipulation and pattern recognition skills. Berger & Pollman (1996) support, also, that CGs promote the players’ logico‐mathematical and interpersonal intelligence. In addition, Sherryl & Pachero (2006) indicate which levels of Bloom’s hierarchy are best related to CGs 279