Teacher interventions in students’ collaborative work in a technology-rich educational makerspace

Anu Kajamaa, Kristiina Kumpulainen, Helmi-Riikka Olkinuora

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This study reports on an investigation of teacher interventions in students' collaborative work in an educational makerspace. We draw on a qualitative analysis of video data on teacher-student interaction derived from 94 students (aged 9-12) and their teachers in a Finnish school. The results show that the teacher interventions were both student- and teacher-initiated. Three leading teacher intervention strategies were identified, namely authoritative, orchestrating and unleashing which emerged in teacher-student interactions dealing with conceptual, procedural, technological, behavioural and motivational issues. The study demonstrates the demands makerspaces pose for teacher-student interaction, and how moving from authoritative to collaborative interaction requires collective efforts and cultural change.
Original languageEnglish
JournalBritish Journal of Educational Technology
Volume51
Issue number2
Pages (from-to)371-386
Number of pages16
ISSN0007-1013
DOIs
Publication statusPublished - Mar 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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