education, making it a model of excellence and creativity at UJ and in higher education. References Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of Learning Group Publication, 5(3), 438–448. Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2018). Pre-service science teachers’ perception about high order thinking skills (HOTS) in the 21st century. International Journal of Pedagogy and Teacher Education, 2(1), 107-114. Corbat, J. (2018, March). Teacher Education in the Makerspace: What Might Makerspaces Afford for Teacher Education Programs? In Society for Information Technology & Teacher Education International Conference (pp. 12551259). Association for the Advancement of Computing in Education (AACE). Dousay, T. (2017). An evolving makerspace for teacher education. International Journal of Designs for Learning, 8(1), 69-81. Gravett, S. (2022). Teaching for learning: Insights from the science of learning. In Gravett, S. (Ed). Teaching for learning in a fast-changing world (pp. 1-23). University of Johannesburg. Guerriero, S. (2017). Teachers’ pedagogical knowledge: What it is and how it functions. In Guerriero, S. (Ed.), Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession (pp. 99–118). OECD Publishing. Ndabezitha, L. B., & Gravett, S. (2024). Guided play as a pedagogical tool for the early grades. South African Journal of Childhood Education, 14(1), 1345. Papert, S., & Harel, I. (1991). Situating constructionism. In Harel, I., & S. Papert (Eds.), Constructionism (pp. 1–11). New York, NY: Ablex Publishing Company. Sharma, G. (2021). The makerspace phenomenon: A bibliometric review of literature (2012–2020). International Journal of Innovation and Technology Management, 18(03), 2150006_1-16. DOI: 10.1142/S0219877021500061 Van Damme, D. (2017). Foreword. In Guerriero, S. (Ed.), Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession (pp. 3-4). Paris: OECD Publishing. Weiner, S., Lande, M., & Jordan, S.S. (2018). What have we” learned” from maker education research? A learning sciences-based review of ASEE literature on the maker movement. Review & directory-American Society for Engineering Education. Image 2: Pre-service Teachers Working on an Artefact Involving Image 3: Pre-service Teachers Working on an Artefact Involving Robotics and Recyclable Materials teach and learn in the ever-changing world. Another example of using the makerspace for teacher education is the pedagogy of guided play led by Dr Lerato Ndabezitha. Dr Ndabezitha’s research focused on the importance of guided play in children’s development and how it can be integrated into pre-service teacher courses (Ndabezitha & Gravett, 2024). Initially, her research was conducted outside of a makerspace setting, but she intends to apply her findings in the FUJS makerspace. The aim is to provide PSTs with handson experience in using guided play for educational purposes. The makerspace, with its array of recyclable materials and tinkering tools, offers an ideal setting for implementing these teaching methods. This approach bridges the gap identified in her study and equips future teachers with the practical skills necessary for fostering learning through play in their classrooms. Conclusion The FUJS makerspace is a groundbreaking teaching innovation within the Faculty of Education at UJ. Infusing it in courses exemplifies a forwardthinking approach to initial teacher education. This initiative positions the Faculty of Education as a leader in educational innovation and prepares PSTs to meet the challenges of teaching in the future effectively. The makerspace is a testament to the faculty’s commitment to revolutionising teacher Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 8
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