An Importance-Performance Analysis (IPA) of Teachers' Core Competencies for Implementing Maker Education in Primary and Secondary Schools

Autor/in	Fan, Szu-Chun
Titel	An Importance-Performance Analysis (IPA) of Teachers' Core Competencies for Implementing Maker Education in Primary and Secondary Schools
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.943-969 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fan, Szu-Chun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09633-7
Schlagwörter	Foreign Countries; Teacher Competencies; Shared Resources and Services; Elementary Secondary Education; Knowledge Base for Teaching; Faculty Development; Active Learning; Student Projects; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Gemeinwirtschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Aktives Lernen; Schulprojekt
Abstract	To encourage the creative design, hands-on, and problem-solving abilities of K-12 students, many countries have begun to set up makerspaces and promote maker education in schools. To help primary and secondary schools better implement maker education, this study explored the core competencies of teachers striving to engage or better practice maker education, investigating their perspectives on these core competencies and determining their competency levels. The study employed a two-step investigative approach: one, a focus group discussed and identified teachers' required knowledge and competencies; and two, an importance-performance self-assessment survey was conducted among teachers who participated in the Maker Education and Technology Center Program in primary and secondary schools in Taiwan. Descriptive statistics and analysis of variance were used in this study. According to the findings, the teachers generally recognized as important the core competencies the researchers discussed. However, the level of importance they assigned each item was high compared with their self-assessments of the core competencies, which suggests the need for better implementation of maker education. Successful maker education requires teachers to work in their professional fields, gain technology knowledge and skills, and build interdisciplinary connections to facilitate project-based learning. The results identified some principles to improve the professional development of maker educators. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01