Analyzing the Development of Science and Mathematics Teachers' Maker-Centered Philosophy and Instructional Practices

Autor/inn/en	Rodriguez, Shelly; Smith, Shaunna; Harron, Jason
Titel	Analyzing the Development of Science and Mathematics Teachers' Maker-Centered Philosophy and Instructional Practices
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Teaching Methods; Design; Mathematics Instruction; Science Instruction; Educational Philosophy; Faculty Development; Secondary School Teachers; Preservice Teachers; Science Teachers; Mathematics Teachers; STEM Education; Information Technology; Educational Practices; Case Studies; Teacher Attitudes; Teacher Education Programs; Creativity; Teacher Motivation; Student Empowerment; Alignment (Education) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsphilosophie; Erziehungsphilosophie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; STEM; Informationstechnologie; Bildungspraxis; Case study; Fallstudie; Case Study; Lehrerverhalten; Kreativität; Studienberechtigung
Abstract	Making is an iterative process of designing, building, tinkering, and problem-solving, resulting in the creation of personally meaningful artifacts. Fueled by recent developments in affordable, safe, and easy to use digital fabrication technologies, making has been embraced by educators the world over. While educational scholarship is developing an increasingly complex understanding of the practices and pedagogies needed to support making in the classroom, there has been limited research associated with the preparation of teachers and their development of maker-centered instructional practices. In this embedded case study, the authors examined artifacts produced by 13 secondary preservice and in-service science, technology, engineering, or mathematics (STEM) classroom teachers engaged in long-term maker professional development as part of a microcredentialing program. Analysis of these artifacts uncovered an array of motivations for engaging with classroom making, illustrated how participants implemented their maker philosophies in secondary STEM classrooms, and suggested the need for additional research on and models of maker-centered programs in teacher preparation. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01