Maker-Centered Professional Learning for Inservice and Preservice K-12 Educators: A Systematic Literature Review.
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| Title: | Maker-Centered Professional Learning for Inservice and Preservice K-12 Educators: A Systematic Literature Review. |
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| Authors: | Caratachea, Matthew X.1 (AUTHOR) mcaratachea@glnd.k12.va.us, Greene, Moe Debbagh1 (AUTHOR), Jones, W. Monty2 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Jul2023, Vol. 67 Issue 4, p648-663. 16p. |
| Subject Terms: | *Teacher development, *Career development, *Educators, *Learning, Makerspaces |
| Abstract: | The shift from traditional education to maker-centered learning calls for an analysis and evaluation of the current studies on professional development in maker-centered learning. The current systematic literature review was conducted to examine existing literature on teacher professional development for maker-centered learning. It aligns the literature to the theory of constructionism, which is often cited as a foundational theory supporting maker-centered learning. The creation and integration of makerspaces in educational environments is a growing trend that supports creating and building material objects for learning. As makerspaces emerge in K-12 contexts, the need for research-based teacher education practices becomes apparent. The findings of this literature review describe the current landscape of research on this topic, illustrating the types of research conducted, the goals of professional development for teachers in this area, and effective elements of professional development experiences that contribute to teacher success in using maker-centered learning strategies. The implications of the findings and suggestions for future research are presented. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The shift from traditional education to maker-centered learning calls for an analysis and evaluation of the current studies on professional development in maker-centered learning. The current systematic literature review was conducted to examine existing literature on teacher professional development for maker-centered learning. It aligns the literature to the theory of constructionism, which is often cited as a foundational theory supporting maker-centered learning. The creation and integration of makerspaces in educational environments is a growing trend that supports creating and building material objects for learning. As makerspaces emerge in K-12 contexts, the need for research-based teacher education practices becomes apparent. The findings of this literature review describe the current landscape of research on this topic, illustrating the types of research conducted, the goals of professional development for teachers in this area, and effective elements of professional development experiences that contribute to teacher success in using maker-centered learning strategies. The implications of the findings and suggestions for future research are presented. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-023-00865-7 |
