Maker-Centered Professional Learning for Inservice and Preservice K-12 Educators: A Systematic Literature Review

Autor/inn/en	Caratachea, Matthew X.; Greene, Moe Debbagh; Jones, W. Monty
Titel	Maker-Centered Professional Learning for Inservice and Preservice K-12 Educators: A Systematic Literature Review
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 67 (2023) 4, S.648-663 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caratachea, Matthew X.) ORCID (Greene, Moe Debbagh) ORCID (Jones, W. Monty)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-023-00865-7
Schlagwörter	Teachers; Faculty Development; Cooperative Learning; Problem Based Learning; Student Projects; Problem Solving; Experiential Learning; Teaching Skills; Elementary Secondary Education; Preservice Teachers; Educational Research; Research Reports; Research Methodology; Objectives; Teacher Education; Constructivism (Learning); Educational Theories + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht; Research method; Forschungsmethode; Goal definition; Zielsetzung; Lehrerausbildung; Lehrerbildung; Educational theory; Theory of education; Bildungstheorie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01