Identity Exploration for Maker Educators: Constructing Meaning in After-School Environmental Science

Autor/inn/en	Petrovich, Mark E.; Barany, Amanda; Shah, Mamta; Foster, Aroutis
Titel	Identity Exploration for Maker Educators: Constructing Meaning in After-School Environmental Science
Quelle	In: Journal of Research on Technology in Education, 54 (2022) 4, S.535-556 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1885530
Schlagwörter	After School Programs; Environmental Education; Creative Activities; Teaching Methods; Guidelines; Science Education; Science Teachers; Teacher Attitudes; Faculty Development; Professional Identity; Network Analysis; Epistemology; Self Concept; Learning Activities; Middle School Teachers; High School Teachers; STEM Education; Program Descriptions + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Netzplantechnik; Erkenntnistheorie; Selbstkonzept; Lernaktivität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; STEM
Abstract	Maker-based learning activities offer benefits to both students and educators; however, there exist few research examples that examine how educators enact a process of identity exploration when implementing maker activities in their instruction. The Projective Reflection framework was used to assess three science educators' identity exploration as they engaged in professional development sessions on maker education. Teacher data was visualized using epistemic network analysis and supplemented with qualitative examinations to understand how teachers engaged in identity exploration over time. Findings illustrated shifts toward more specific and balanced conceptualizations of self as educators gained skill in the intentional examination of roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01