Integrating the Maker pedagogical approach in teacher training: the acceptance level and motivational attitudes
dc.contributor.author | Quintana Ordorika, Amaia | |
dc.contributor.author | Camino Esturo, Edorta Mirena | |
dc.contributor.author | Portillo Berasaluce, Javier | |
dc.contributor.author | Garay Ruiz, Urtza | |
dc.date.accessioned | 2024-01-11T17:59:56Z | |
dc.date.available | 2024-01-11T17:59:56Z | |
dc.date.issued | 2024-01 | |
dc.identifier.citation | Education and Information Technologies 29 : 815-841 (2024) | es_ES |
dc.identifier.issn | 1573-7608 | |
dc.identifier.issn | 1360-2357 | |
dc.identifier.uri | http://hdl.handle.net/10810/63885 | |
dc.description.abstract | In recent years, Maker Education has gained popularity in formal education, but the perceptions of pre-service teachers after participating in a maker training program at a university-based makerspace remain to be explored. The purpose of this study is to analyze the acceptance level and the degree of motivation of pre-service teachers towards the maker educational approach. The research assesses attention, relevance, confidence and satisfaction according to Keller's motivational model, as well as the acceptance of the maker approach using the Technology Acceptance Model (TAM). The study focuses on Early Childhood Education pre-service teachers from UPV/EHU (University of the Basque Country) who have been involved in designing teaching and learning plans based on Maker Education. The results show a strong motivation among the pre-service teachers in terms of attention, relevance, confidence and satisfaction towards the maker approach. The study also highlights a high level of technology acceptance. These findings underline the positive impact of maker-based learning methods and suggest that greater motivation correlates with the positive attitudes towards integrating this pedagogy in the future. In light of these findings, integrating innovative maker pedagogy into teacher training appears to be beneficial, as the high levels of acceptance and motivation indicate its potential to equip students with essential twenty-first century skills. | es_ES |
dc.description.sponsorship | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Springer Nature | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | maker pedagogical approach | es_ES |
dc.subject | motivation | es_ES |
dc.subject | technology acceptance | es_ES |
dc.subject | teacher training | es_ES |
dc.subject | early childhood education | es_ES |
dc.title | Integrating the Maker pedagogical approach in teacher training: the acceptance level and motivational attitudes | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. | es_ES |
dc.rights.holder | Atribución 3.0 España | * |
dc.relation.publisherversion | https://link.springer.com/article/10.1007/s10639-023-12293-4 | es_ES |
dc.identifier.doi | 10.1007/s10639-023-12293-4 | |
dc.departamentoes | Ciencias de la Educación | es_ES |
dc.departamentoes | Didáctica y organización escolar | es_ES |
dc.departamentoeu | Hezkuntza Zientziak | es_ES |
dc.departamentoeu | Didaktika eta eskola antolakuntza | es_ES |
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Except where otherwise noted, this item's license is described as © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.