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dc.contributor.authorHøibo, Ingrid Holmboe
dc.contributor.authorSeitamaa-Hakkarainen, Satu Pirita
dc.contributor.authorGroth, Camilla
dc.date.accessioned2024-08-12T12:18:49Z
dc.date.available2024-08-12T12:18:49Z
dc.date.created2024-07-10T15:30:09Z
dc.date.issued2024
dc.identifier.citationHøibo, I. H., Seitamaa-Hakkarainen, P., & Groth, C. (2024). Teachers’ pedagogical beliefs in Norwegian school makerspaces. International Journal of Technology and Design Education.en_US
dc.identifier.issn0957-7572
dc.identifier.urihttps://hdl.handle.net/11250/3145831
dc.description.abstractIn Norway, makerspaces are emerging as new educational contexts across all school levels. This trend is multifaceted as it is inspired by the global maker movement and supported by local initiatives as well as a national policy to create more opportunities to teach digital competencies. The makerspace concept facilitates this in a concrete and innovative way. Although the maker movement is established, the pedagogical foundations of maker activities in educational settings are still being developed. As the movement meets competent teachers and existing learning cultures, there is the potential to create new pedagogical knowledge and educational practices. This study explored teachers’ values and beliefs regarding maker-centered learning in Norwegian schools through qualitative semi-structured interviews with maker teachers from 18 schools. The results indicate that makerspaces in Norwegian schools are initiated and driven by teachers’ interests in the maker movement, which resonates with their learning beliefs. The individuals in question are mostly natural-science teachers inspired by other makers. The learning culture in Norwegian schools, and that found in the maker movement, coincide in many areas. However, there are some compatibility challenges, such as facilitating open-ended learning processes and initiating learning frameworks that allow students to act and learn based on their motivations and ideas. With guidance from the latest curricula, teachers are encouraged to teach toward learning goals, which have been traditionally achieved with structured and predefined activities. In this goal-directed environment, maker teachers struggle to find room for iterative processes, play, and productive failures.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleTeachers’ pedagogical beliefs in Norwegian school makerspacesen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2024.en_US
dc.source.journalInternational Journal of Technology and Design Educationen_US
dc.identifier.doihttps://doi.org/10.1007/s10798-024-09919-0
dc.identifier.cristin2281909
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal