Abstract

Making and makerspaces are becoming increasingly popular in K-12 schools. However, professional development on making for practicing teachers is under researched. We present case studies of two teachers’ sensemaking of making in a one semester graduate course on teaching and learning in makerspaces. The course was designed around three course tenets; maker as learner, as iterative, and as equitable and consequential. We utilize third generation cultural historical activity theory to analyze teachers’ course work to understand their sensemaking of course tenets within their school context. We found that teachers made sense of the course content through their lens as a classroom teacher and that teachers surfaced and attempted to work through contradictions related to school routines related to high-stakes assessment and a history of stratifying youth within and across schools. These findings have implications for how we design for teacher professional learning about making and makerspaces.

摘要

在K-12学校中，制作空间和创客空间越来越受欢迎。但是，正在研究为实习教师制作的专业技能。我们将在一个学期的创客空间教学中，以两位老师的制作感官为例进行案例研究。本课程围绕三个课程原则设计；作为学习者，迭代者，公平和结果性的创造者。我们利用第三代文化历史活动理论来分析教师的课程工作，以了解他们在学校环境中对课程宗旨的理解。我们发现，教师是通过课堂老师的眼光来理解课程内容的，教师们浮出水面，并试图通过与与高风险评估相关的学校常规相关的矛盾以及在学校内部和各个学校之间对青年进行分层的历史来进行工作。这些发现对我们如何设计有关制作和制造空间的教师专业学习具有启示意义。