This study explores the impact of game-based learning (GBL) using Minecraft on the teaching performance of novice science teachers during their practicum sessions. While game-based learning has been widely acknowledged for enhancing student engagement, its influence on teacher development, particularly among novice educators, remains under-researched. This study specifically investigates how Minecraft, as an immersive and interactive educational tool, influences teaching preparation, classroom performance, and teacher motivation during practicum. Employing a qualitative research design, data were collected from a cohort of mathematics teachers integrating Minecraft into their science lessons through reflective student diaries, semi-structured interviews, and classroom observations. Thematic analysis of the data revealed that the integration of Minecraft encouraged teachers to adopt innovative lesson planning strategies, fostered active and student-centered teaching practices, and significantly boosted their motivation to embrace technology-enhanced learning. Additionally, teachers reported improved confidence in utilizing digital tools and greater satisfaction with their teaching experiences. These findings highlight the transformative potential of game-based learning in teacher education programs, offering practical insights for enhancing practicum experiences and preparing teachers to meet the demands of 21st-century classrooms. The study concludes with recommendations for incorporating GBL frameworks into teacher training curricula to promote pedagogical innovation and sustained motivation among novice teachers.
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