ERIC Number: EJ1240646
Record Type: Journal
Publication Date: 2020-Jan
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-3894
EISSN: N/A
Maker-Centered Teacher Professional Development: Examining K-12 Teachers' Learning Experiences in a Commercial Makerspace
Jones, W. Monty; Cohen, Jonathan D.; Schad, Michael; Caratachea, Matthew; Smith, Shaunna
TechTrends: Linking Research and Practice to Improve Learning, v64 n1 p37-49 Jan 2020
There has been increased interest in utilizing making activities in classroom-based educational environments and research suggests these activities may promote desirable student dispositions such as increased confidence and agency. To realize these benefits, teachers must experience maker-centered learning in order to design and integrate these types of activities into their curriculum. This qualitative study examined K-12 teachers' perceptions of an eight-week professional development experience designed to expose participants to making activities and the culture inherent in a commercial makerspace. Semi-structured individual interviews were conducted with 15 teachers who participated in the experience during Summer 2017. An analysis of the interview data describes participants' learning experiences within three modes of teacher learning: formal, informal and independent. This paper describes how and what teachers learned during the professional development experience, as well as their perceptions of learning in a commercial makerspace.
Descriptors: Shared Resources and Services, Faculty Development, Elementary School Teachers, Secondary School Teachers, Learning Experience, Informal Education, Independent Study, Teacher Attitudes
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A