Teachers' perceptions of a maker-centered professional development experience: a multiple case study

The emergence of the maker movement has prompted educational researchers to consider the affordances of maker-centered learning activities in formal K-12 environments. These affordances however will only be realized if teachers are provided effective learning experiences in this area. This qualitative holistic multiple case study examined two groups of in-service K-12 teachers' perceptions of a maker-centered professional development (PD) situated in a commercial makerspace. The aim of the PD was to expose teachers to elements of the maker movement in an initial effort to assist them in integrating maker-centered learning elements into their curriculum. Utilizing individual interviews and personal reflections of participants (n = 23) in an 8-week maker-centered PD, this study examined their perceptions of mindset changes and the effects this experience may have on their teaching practice. Qualitative analysis of the data suggests participants perceived growth of their own maker-mindsets, and increased interest and confidence in implementing maker-centered learning activities in their classrooms. Findings reveal that both teachers' mindsets as well as operational elements should be considered in preparing educators to implement maker-centered learning activities.