Examining K–12 teacher learning in a makerspace through the activity–identity–community framework

AbstractDespite growing interest in the educational benefits of integrating making into formal educational contexts, few studies have examined professional development (PD) models for assisting K–12 teachers in doing so. Through the design and implementation of a unique PD experience, this qualitative case study examined the perspectives of eight teachers from an independent girls’ high school who participated in an eight-week maker-centered learning experience situated in a commercial makerspace. Data were collected through semi-structured individual interviews at the conclusion of the PD experience. Findings suggest participants engaged in making activities both inside and outside of the makerspace, shifted in identity formation between teachers/learners and makers/non-makers, and recognized community development within their peer group as well as with members and staff of the makerspace. Participants also noted elements of maker-centered learning activities that may be incorporated into their teaching practice.