Supporting Teachers’ Understanding of Innovative Maker Pedagogies During a Pandemic Through the Design of Ethical and Relational Online Professional Learning

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dc.contributor.authorMorrison, Laura
dc.contributor.authorBecker, Sandra
dc.contributor.authorHughes, Janette
dc.contributor.authorJacobsen, Michele
dc.contributor.authorSchira-Hagerman, Michelle
dc.date.accessioned2023-03-20T21:43:46Z
dc.date.available2023-03-20T21:43:46Z
dc.date.issued2022-12-04
dc.description.abstractThis qualitative research explores the challenges involved in designing online professional learning (OPL) for teachers with a focus on innovative pedagogies, specifically maker-centred practices. This OPL was designed in response to teachers’ expressed need for support to the government mandated pivot to emergency remote teaching (ERT) during the 2020 pandemic. The research question addressed is: What are the many ways in which we create the conditions for meaningful, authentic, and respectful professional learning focused on innovative practices, such as making, in an online environment? In this study, the conceptual model considers human-centred design and Nodding’s (2013) relational practice in the context of the Ontario College of Teachers’ (OCT) four-part conception of professional ethics. Implications include that designers: (a) can enhance teacher learning by highlighting the connection between empathy, perspective-taking, and techno-pedagogical competence with making; (b) should focus the sessions on common tools, as well as transferable activities and curriculum, to support early success; and (c) design with teachers, which requires the intentional design of conditions for teacher learning, targeted supports and scaffolds for learning, awareness of resources needed, and provision of appropriate instructional guidance and expertise.en_US
dc.description.abstractCette recherche fondée sur l’approche qualitative explore les défis liés à la conception d’une formation professionnelle en ligne (FPEL) pour les enseignants et les enseignantes dans le domaine du bricolage numérique et physique. Conçue pour répondre aux besoins exprimés par le personnel enseignant dans le cadre du virage obligatoire vers l’enseignement à distance au cours de la pandémie globale de 2020, notre recherche aborde la question suivante : comment peut-on créer une formation professionnelle à distance d’envergure, authentique et respectueuse afin d’aider le personnel enseignant à développer les approches pédagogiques novatrices telles que les pédagogies Bricoleur? Encadré par les normes de la déontologie pour la profession enseignante déterminées par l’Ordre des enseignantes et des enseignants de l’Ontario, nos analyses reposent sur des principes de conception centrés sur l’humain, et sur la notion de pratique relationnelle de Noddings (2013). Nos analyses permettent d’observer que : (a) lorsque les concepteurs le rendent explicite, le lien entre l’empathie, la prise de perspective et la compétence techno-pédagogique peut appuyer l’apprentissage; (b) les concepteurs devraient miser sur les outils utilisés par tous les participants et participantes, de même que sur des activités flexibles qui s’appliquent à tous les milieux scolaires pour favoriser des succès rapides; et (c) la co-conception d’une formation professionnelle en ligne avec le personnel enseignant nécessite la mise en place intentionnelle de conditions propices à l’apprentissage, y compris le soutien ciblé, l’échafaudage des pratiques techno-pédagogiques, l’attention aux ressources nécessaires et l’accès aux conseils et à l’expertise pédagogiques adéquats.fr
dc.identifier.citationMorrison, L., Becker, S., Hughes, J., Jacobsen, M., & Schira-Hagermann, M. (2022). Supporting Teachers’ Understanding of Innovative Maker Pedagogies During a Pandemic Through the Design of Ethical and Relational Online Professional Learning. In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School. (pp. 198-227). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509en_US
dc.identifier.urihttp://hdl.handle.net/1880/115950
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40799
dc.language.isoengen_US
dc.publisherCanadian Association for Teacher Educationen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.relation.ispartofhttp://dx.doi.org/10.11575/PRISM/40509
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.subjectTeacher Professional Learningen_US
dc.subjectMaker Pedagogiesen_US
dc.subjectEthics of Careen_US
dc.subjectOnline professional learningen_US
dc.titleSupporting Teachers’ Understanding of Innovative Maker Pedagogies During a Pandemic Through the Design of Ethical and Relational Online Professional Learningen_US
dc.typebook parten_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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