Promoting maker‐centred instruction through virtual professional development activities for K‐12 teachers in low‐income rural areas

• DOI: 10.1111/bjet.13183
• Publication Date: 2022-01-28T02:59:25Z
• Authors: Ye Chen; Li Cao
• Keywords: Decision maker

Abstract With an increased interest in makerspace K‐12 education, professional development (PD) is needed to equip teachers with the knowledge, skills and dispositions effectively incorporate maker technology teaching. This study examined a virtual PD programme improve teachers' attitudes beliefs teaching technology. Data were collected from 43 in‐service schoolteachers through project artefacts, survey questionnaires reflection journals. Results of qualitative quantitative analyses show that experience improved participants' knowledge associated pedagogy, as well their towards Implications for designing implementing maker‐centred teacher directions future research are discussed. Practitioner notes What currently known about this topic Makerspaces have been increasingly introduced settings promote student learning. Teachers struggle design implement instruction. Empirical was very limited on preparing Maker resource deficiency rural areas COVID‐19 pandemic added pressure researchers educators develop alternative models digitalizing (PD). paper adds designed implemented activities prepare integrating classroom Both results significantly also toward provides practical example how could be accomplished programme. practitioners It beneficial hands‐on making better understand what can do learning process making. Domain context‐specific contributed making‐associated pedagogy skills, programmes should focus first beliefs. For at‐a‐distance making, it important provide access collection tools give immersive authentic makerspace.