A year at the improv: the evolution of teacher and student identity in an elementary school makerspace

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2021-09-26 DOI:10.1080/10476210.2021.1978968

Sandra Becker, M. Jacobsen

引用次数: 2

Abstract

ABSTRACT This article presents findings from a design-based research study that investigated curriculum implementation in a makerspace with a grade six teacher and her class over the course of one year. In comparing the figured worlds of classroom and makerspace, the authors explore through the examples of three students and the teacher how they each adopted personal improvisations from the makerspace into the culture of the classroom, leading to developments in agency and identity on the part of all. In particular, by engaging in collaborative design-based research, the teacher was able to embrace the iterative, collaborative, risk-taking nature of maker culture, which led her to rethink and transform her teaching practice. Findings suggest that the makerspace serves as a specialized learning environment in which teachers can prototype inquiry-based approaches to curricular learning.

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即兴表演一年：小学创客空间中教师和学生身份的演变

摘要本文介绍了一项基于设计的研究结果，该研究对一名六年级教师及其班级在一年的时间里在创客空间中的课程实施进行了调查。在比较课堂和创客空间的想象世界时，作者通过三名学生和老师的例子探讨了他们如何将个人即兴创作从创客空间融入课堂文化，从而促进所有人的能动性和身份认同。特别是，通过参与基于协同设计的研究，老师能够接受创客文化的迭代、协作和冒险性质，这使她重新思考和转变了她的教学实践。研究结果表明，创客空间是一个专门的学习环境，教师可以在其中原型化基于探究的课程学习方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.