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.
