Authentic Maker Experiences as Teacher Professional Development

• In Event: Investigations Into Teachers' "Maker" and Design Experiences

Abstract

Despite growing interest in educational benefits inherent in the maker movement, few studies examined professional development (PD) models assisting K-12 teachers in integrating maker-centered learning activities into curriculum. This qualitative case study examined perspectives of eight teachers from an independent girls’ high school who participated in a maker-centered learning experience situated in a commercial makerspace. Data were collected through semi-structured interviews at the conclusion of the PD. Findings suggest participants engaged in making activities inside and outside of the makerspace, shifted in identity formation between teachers/learners and makers/non-makers, and recognized community development with colleagues as well as with makerspace members and staff. Participants also noted elements of maker-centered learning activities that may be incorporated into their teaching practice.

Authors

• Monty Jones, Virginia Commonwealth University

• Matthew X Caratachea, Virginia Commonwealth University

• Michael L Schad, Virginia Commonwealth University