Makerspace Integration in Teacher Education Programmes The growing interest in makerspace research, as highlighted in Sharma’s (2021) bibliometric review, points to the relevance of incorporating environments such as makerspace into curricula. Recognising the potential of makerspace to enhance creativity, innovation, and handson learning, we sought to directly weave the makerspace into the fabric of what we do. This is not altogether a strange concept because integrating makerspace into teacher education programmes is emerging as a trend in higher education, offering unique opportunities to prepare future teachers. Inspired by the findings of Weiner et al. (2018), we see the educational value in merging the principles of maker education with teaching and learning. Our incorporation of the makerspace aims to address the evident gaps in the existing literature on incorporating makerspace within teacher education. Despite initial explorations by researchers such as Corbat (2018) and Dousay (2017) into the potential benefits of makerspace for teacher preparation, the question of effectively integrating them into formal education programmes remains largely unanswered. This notable lack of targeted research on embedding makerspace into the curriculum of initial teacher education programmes presents a significant opportunity. Through our initiative, we aim to pioneer this integration, ultimately contributing to a better understanding of how makerspace can be effectively utilised in educational settings for teacher preparation. The Makerspace as a Teaching Innovation A pilot course has been developed based on the pedagogy of making, which is central to my PhD study. My research focuses on how courses on the pedagogy of making can be designed and implemented within makerspace settings. I hope to provide principles for best practices when integrating makerspace into teacher education programmes. Recognising the potential of makerspace to enhance creativity, innovation, and hands-on learning, we sought to directly weave the makerspace into the fabric of what we do. Engineering Concepts During the Course “Making as a pedagogy” is an educational approach emphasising the creation of experiences for learning through the hands-on process of making and tinkering. This concept draws from the constructionist theory of learning championed by Seymour Papert. The theory, further detailed by Ackermann (2001) and explored by Papert and Harel (1991), advocates that the most effective learning occurs when individuals are actively involved in the hands-on and minds-on creation and sharing of useful artefacts. The “Making as a Pedagogy” course covers essential areas such as the educational significance of making, understanding the pedagogy of making, effective facilitation in maker-based learning tasks and integrating maker principles into curricula. The course prepares PSTs to re-imagine the classroom as a maker environment. Thus, innovative pedagogies are used to Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 7
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