Examining K–12 teacher learning in a makerspace through the activity–identity–community framework

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.

Keywords:

• Maker-centered learning
• teacher professional development
• maker movement
• makerspaces

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

W. Monty Jones

William Monty Jones is an Assistant Professor of Instructional Technology in the School of Education of Virginia Commonwealth University. His research focuses on teacher learning of instructional technologies, specifically in the areas of maker-centered technologies and strategies.

Matt Caratachea

Matt Caratachea is a doctoral student in the Curriculum, Culture and Change program at Virginia Commonwealth University.

Micheal Schad

Micheal Schad is a doctoral student in the Curriculum, Culture and Change program at Virginia Commonwealth University.

Jonathan D. Cohen

Jonathan D. Cohen is an Assistant Professor of Learning Sciences in the College of Education and Human Development of Georgia State University. His research explores teaching and learning in constructionist learning environments and the infrastructures necessary to support such teaching and learning.