Guiding pre-service teachers to making
dc.contributor.advisor | Hughes, Janette | |
dc.contributor.author | Lam, Margie S. | |
dc.date.accessioned | 2023-03-13T16:11:19Z | |
dc.date.available | 2023-03-13T16:11:19Z | |
dc.date.issued | 2022-12-01 | |
dc.degree.discipline | Education | en |
dc.degree.level | Master of Arts (MA) | en |
dc.description.abstract | As our society becomes further driven by technology, schools need to consider adopting student-centered maker pedagogies that harness the capabilities of technology while disrupting traditional teacher-centered learning. This research aimed to understand how a progressive guided to self-praxis approach learning maker pedagogies can impact pre-service teachers’ confidence and competencies and influence their teaching practices. Using a qualitative, interpretive case study, a small cohort of pre-service teachers participated in a three-phased, 20-hour Maker Lab internship. A four-tiered conceptual framework guided this study which used an iterative abduction analysis process to interpret the findings. The results of this study highlight that these guided approaches with a community of learners supported pre-service teachers’ competency and confidence growth with maker pedagogical approaches. These approaches also positively influenced the mindsets and agentic perspectives of pre-service teachers. However, there were unique barriers in secondary schools that adversely impacted Intermediate/Senior pre-service teachers’ views on adopting maker pedagogies. | en |
dc.description.sponsorship | University of Ontario Institute of Technology | en |
dc.identifier.uri | https://hdl.handle.net/10155/1583 | |
dc.language.iso | en | en |
dc.subject | Pre-service teachers | en |
dc.subject | Maker pedagogies | en |
dc.subject | Agency | en |
dc.subject | Self-efficacy | en |
dc.subject | Situated learning | en |
dc.title | Guiding pre-service teachers to making | en |
dc.type | Thesis | en |