Examining K–12 teacher learning in a makerspace through the activity–identity–community framework
Bibliographic Data
| ID | 21743907 |
|---|---|
| Authors | William M Jones (0000-0002-4797-7922, Virginia Commonwealth University, corresponding author), Matt Caratachea (Virginia Commonwealth University), Michael Schad (0000-0001-9571-1910, Virginia Commonwealth University), Micheal Schad (Virginia Commonwealth University), Jonathan D Cohen (0000-0003-2316-0763, Georgia State University), Jonathan Cohen (0009-0004-3061-9020, Georgia State University) |
| Year | 2021 |
| Volume | 53 |
| Issue | 3 |
| Pages | 317-332 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2020.1774824 |
| OpenAlex | W3037552161 |
| Language | EN |
| Citations received | 9 |
| References cited | 27 |
Despite growing interest in the educational benefits of integrating making into formal educational contexts, few studies have examined professional development (PD) models for assisting K–12 teachers in doing so. Through the design and implementation of a unique PD experience, this qualitative case study examined the perspectives of eight teachers from an independent girls’ high school who participated in an eight-week maker-centered learning experience situated in a commercial makerspace. Data were collected through semi-structured individual interviews at the conclusion of the PD experience. Findings suggest participants engaged in making activities both inside and outside of the makerspace, shifted in identity formation between teachers/learners and makers/non-makers, and recognized community development within their peer group as well as with members and staff of the makerspace. Participants also noted elements of maker-centered learning activities that may be incorporated into their teaching practice
Community of practice · Mathematics education · Medical education · Pedagogy · Professional development · Qualitative research · Semi-structured interview · Situated · Situated learning · Sociology · Child Development and Digital Technology · Computer Science · Innovative Education and Learning Practices · Medicine · Psychology · Teaching and Learning Programming
A Systematic Review of the Literature on Maker Education and Teacher Training
Identity exploration for maker educators
Making in virtual reality environments
A Makerspace walks into a high-school
When makers meet the metaverse
Impacts of maker technologies on classroom learning outcomes
Teaching & learning in makerspaces
The pedagogical makerspace
Characterizing the Foundations of School Makerspace Research and Preparing for the Future
The Maker Movement in Education
The Promise of the Maker Movement for Education
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning
The Measurement of Observer Agreement for Categorical Data
A Coefficient of Agreement for Nominal Scales
Professional Development Considerations for Makerspace Leaders, Part One
Professional Development and Teacher Learning
What Makes Professional Development Effective? Results From a National Sample of Teachers
Chapter 3
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |