Journal article
Identity exploration for maker educators: constructing meaning in after-school environmental science
Journal of research on technology in education, v 54(4), pp 535-556
08 Aug 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
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.
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Details
- Title
- Identity exploration for maker educators: constructing meaning in after-school environmental science
- Creators
- Mark E. Petrovich - Drexel UniversityAmanda Barany - Drexel UniversityMamta Shah - RELX Group (Netherlands)Aroutis Foster - Drexel University
- Publication Details
- Journal of research on technology in education, v 54(4), pp 535-556
- Publisher
- Routledge
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education; Cinema and Television
- Web of Science ID
- WOS:000625794800001
- Scopus ID
- 2-s2.0-85138258855
- Other Identifier
- 991019169520204721
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- Collaboration types
- Industry collaboration
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research