Creating and Sustaining a Culture of Reflective Practice: Professional Development by and for Museum-Based Maker Educators

Autor/inn/en	Grabman, Rebecca; Stol, Talia; McNamara, Annie; Brahms, Lisa
Titel	Creating and Sustaining a Culture of Reflective Practice: Professional Development by and for Museum-Based Maker Educators
Quelle	In: Journal of Museum Education, 44 (2019) 2, S.155-167 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNamara, Annie) ORCID (Brahms, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2019.1596735
Schlagwörter	Museums; Faculty Development; Theory Practice Relationship; Sociocultural Patterns; Learning Theories; Cognitive Style; Communities of Practice; Educational Practices; Children; Reflective Teaching; Learning Experience; Creative Activities; Interdisciplinary Approach; Art Education; Information Technology; Universities; Graduate Students; Partnerships in Education; Program Descriptions; Games; Computer Software; Handicrafts; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Theorie-Praxis-Beziehung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Cognitive styles; Kognitiver Stil; Community; Bildungspraxis; Child; Kind; Kinder; Lernerfahrung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Informationstechnologie; University; Universität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulpartnerschaft; Game; Spiel; Spiele; Handwerk
Abstract	This article describes Children's Museum of Pittsburgh's multi-phase approach to developing professional development (PD) for its maker educators. Researchers engaged maker educator staff in research-practice partnerships at each stage of the process, with the intention of supporting maker educators in developing their practice. Grounded in sociocultural learning theories and a community of practice lens, the process involved (1) creating a shared language for learning, (2) identifying locally meaningful facilitation practices, and (3) defining characteristics of specific learner types, then tying the three components together in card game used for staff training and reflection. The process helped make visible an array of techniques maker educators can use to enhance visitor experiences in a manner that is rooted in shared values, learners' needs and individual style. We argue that this PD approach enhances ownership of the learning practices developed, increases investment in PD among participants, and cultivates a cross-departmental community of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01