We were pleased to present some early results regarding data from teacher candidates who participated in the Maker Pedagogy at CSSE 2016 in Calgary, AB.
We presented in a session sponsored by the the Canadian Association for Teacher Education (CATE) and are grateful to all who attended. Our abstract:
The study applies experiential-intuitive frameworks on reflective practice to analyze the participants’ interactions in a maker lab. Schön’s (1983, 1987) conception of reflection drove the data collection and analysis of participants who were asked to analyse their experiences gained in our maker lab. We argue that the maker lab provides participants with a way to understand their teaching practice by enabling teacher candidates to engage in exploratory and hypothetical talk about how they are thinking about teaching and learning, particularly with technology. Furthermore, we uncovered that teacher candidates’ prior knowledge and frames of reference affect their making experiences and their shifting identities as developing science and technology teachers.