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Related Experiment Video

Updated: Feb 3, 2026

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance

Published on: June 11, 2019

Re-Making Teacher Professional Development.

Janette Hughes¹, Laura Morrison¹, Laura Dobos¹

¹UOIT.

Studies in Health Technology and Informatics

|October 30, 2018

Summary

This study explored how an internship in a STEAM 3D Maker Lab enhanced teacher candidates' understanding of maker pedagogies. Findings identify best practices for maker-focused professional development for new teachers.

Keywords:

Constructionism Inquiry Makerspace Making Pre-service Teachers Professional Development

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Area of Science:

Education
Pedagogy
Technology Integration

Background:

Ontario's new two-year Bachelor of Education program includes a 20-hour internship.
Makerspaces and maker pedagogies (inquiry-based, student-directed learning) are increasingly adopted in Ontario classrooms.
These approaches foster the development of students' global competencies.

Purpose of the Study:

To investigate teacher candidates' (TCs) understanding of maker pedagogies and tools through a makerspace internship.
To explore the professional development (PD) experiences of TCs in a STEAM 3D Maker Lab.
To examine the internship facilitator's (a graduate student) development in understanding best practices for making as learning.

Main Methods:

Eleven teacher candidates participated in a 20-hour internship in a STEAM 3D Maker Lab.
The internship focused on providing pedagogical experience in a makerspace environment.
Qualitative analysis of TCs' and the graduate student's experiences informed the findings.

Main Results:

Teacher candidates gained a better understanding of maker pedagogies and associated tools through hands-on experience.
The internship provided valuable pedagogical experience in an innovative learning environment.
The graduate student facilitator developed insights into best practices for maker-focused PD.

Conclusions:

Maker-focused professional development within makerspaces can effectively enhance teacher candidates' understanding of innovative pedagogies.
Internship experiences in makerspaces offer practical preparation for beginning teachers.
Best practices for facilitating maker-focused PD for novice educators were identified.