Developing a Pedagogy of "Making" through Collaborative Self-Study

Autor/inn/en	Bullock, Shawn M.; Sator, Andrea
Titel	Developing a Pedagogy of "Making" through Collaborative Self-Study
Quelle	In: Studying Teacher Education, 14 (2018) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bullock, Shawn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1413342
Schlagwörter	Foreign Countries; College Students; Cooperative Learning; Independent Study; Student Developed Materials; Shared Resources and Services; Teaching Methods; Preservice Teacher Education; Preservice Teachers; Experiential Learning; Nontraditional Education; Teacher Educators; Self Evaluation (Individuals); Research Methodology; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Kooperatives Lernen; Selbststudium; Gemeinwirtschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Non-traditional education; Alternative Erziehung; Teacher education; Education; Lehrerbildung; Research method; Forschungsmethode; Kanada
Abstract	We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the enactment of the principles inspired by the maker movement in the classroom to foster learners who operate as innovators, creators, sharers and givers of knowledge, tools and technologies. The purpose of our self-study research is to describe, interpret and analyze how our pedagogies of teacher education and our critical friendship have changed and developed as a result of providing experiences for teacher candidates in our maker pedagogy lab. In this project we use self-study methodology to investigate our teaching and practices, and we dialogue about our tacit and personal knowledge as it contributes to the knowledge and understanding of our teaching through Maker Pedagogy. In particular, the emphasis is on critical collaborative inquiry through critical friends and on dialogue as a valued component of our research. Of particular interest were data in the video recordings of each lab that indicated that one or both of us had reframed our understanding of maker pedagogy. The findings are framed as three themes that document what we are learning about Maker Pedagogy through teaching teacher candidates. These are (1) the value of self-study methodology, (2) Maker Pedagogy as distinct and (3) deepening our pedagogies of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01