Makerspace and Reflective Practice: Advancing Pre-service teachers in STEM Education
|dc.identifier.citation||Blackley, S. and Sheffield, R. and Maynard, N. and Koul, R. and Walker, R. 2017. Makerspace and Reflective Practice: Advancing Pre-service teachers in STEM Education. Australian Journal of Teacher Education. 42 (3): pp. 22-37.|
The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 and 6. Whilst a large set of qualitative data was collected, this paper reports on the progress and reflections of the teacher education students, and shares insights into their personal learning and development as teachers.
|dc.publisher||Edith Cowan University|
|dc.title||Makerspace and Reflective Practice: Advancing Pre-service teachers in STEM Education|
|dcterms.source.title||Australian Journal of Teacher Education|
|curtin.department||School of Education|
|curtin.accessStatus||Open access via publisher|
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