This paper analyzes the effect that three different approaches for teacher professional development based on the maker education have on teachers’ self-perceived ability for implementing the maker educational practices. The results indicate that there is a significant improvement regarding the feeling of being able to design maker-based educational lessons after participating in any of the professional development courses. Concretely, individual and practical activities requiring the development ...
This paper analyzes the effect that three different approaches for teacher professional development based on the maker education have on teachers’ self-perceived ability for implementing the maker educational practices. The results indicate that there is a significant improvement regarding the feeling of being able to design maker-based educational lessons after participating in any of the professional development courses. Concretely, individual and practical activities requiring the development of a maker project are the ones that help the most to improve teachers’ self-perception regarding the maker and STEM education in primary education levels.
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