The makerspace experience and teacher professional development
The makerspace experience and teacher professional development
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创客空间经验和教师专业发展
DOI：
10.1080/19415257.2016.1166448
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发表时间：
2017
影响因子：
2.1
通讯作者：
Anthony L Paganelli
中科院分区：
文献类型：
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作者：
Andrea Paganelli;Jennifer D. Cribbs;Xiaoxia ‘Silvie’ Huang;Nielsen Pereira;J. Huss;Wanda G. Chandler;Anthony L Paganelli
本研究通过分析反映参与者经验的定性数据，探讨了创客空间作为一种专业发展活动的使用。这些数据是在一所大学的一次专业发展机会中收集的，期间在校园内举行了一次会议。研究人员希望选择一种创新的专业发展形式，在传统的会议形式中实施。为了配合创新和适应传统的时间框架（一小时），选择了创客空间的概念。举办多场创客空间活动，提供专业发展机会。作为参与者，实践教师将像学生一样体验创客空间。研究小组希望从多个角度探索参与者的经历和看法，包括那些以学习者的身份参与的人，以及那些以促进者的身份参与的人，或者本文所称的领导者。采用现象学方法分析从三种工具收集的数据：参与者调查；领导反映;观察者协议。收集的数据使研究人员能够从多个角度观察创客空间的体验，从而深入了解创客空间作为专业发展和整体教育环境的使用。
This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative form of professional development for implementation within a traditional conference format. Both to match innovation and to accommodate a traditional time frame (one hour), the concept of makerspace was chosen. Multiple makerspace sessions were developed as professional development opportunities. The participant, practicing teachers would be experiencing the makerspace as if they were students. The research team wanted to explore the experiences and perceptions of the participants from multiple perspectives, including those who participated as learners and those who participated as facilitators, or leaders as termed in this article. A phenomenological approach was used to analyze data collected from three instruments: participant survey; leader reflection; and observer protocol. The data collected allowed researchers to observe a makerspace experience from multiple perspectives, thereby providing insight into the use of makerspaces as professional development and within the educational setting as a whole.