Abstract

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.

摘要

尽管人们对将制作融入正规教育环境的教育益处越来越感兴趣，但很少有研究检查专业发展 (PD) 模型以帮助 K-12 教师这样做。通过设计和实施独特的 PD 体验，这项定性案例研究考察了来自一所独立女子高中的八名教师的观点，他们在商业创客空间中参与了为期八周的创客中心学习体验。在 PD 体验结束时，通过半结构化的个人访谈收集数据。调查结果表明，参与者在创客空间内外都参与了制作活动，在教师/学习者和创客/非创客之间的身份形成中发生了转变，并在他们的同龄人群体以及创客空间的成员和工作人员中认可社区发展。参与者还指出了可以纳入他们的教学实践的以创客为中心的学习活动的要素。