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变得越来越受欢迎。但是，正在研究为实习教师制作的专业技能。我们在一个学期的创客空间教学中，介绍了两位老师对制作过程的感悟的案例研究。本课程围绕三个课程原则设计；作为学习者，迭代者，公正者和结果者的创造者。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，并且教师浮出水面，并试图通过与高风险评估相关的学校惯例相关的矛盾以及试图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。