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This article discusses the implementation of a twenty-hour internship in a new Bachelor of Education program in Ontario, focusing on maker pedagogies within a STEAM 3D Maker Lab. The research explores how teacher candidates develop an understanding of maker tools and pedagogies, as well as identifies best practices for professional development in this area. Findings emphasize the importance of inquiry-based learning and the role of interest-driven engagement in enhancing teaching skills related to makerspac

Author

darkclaws

Language

EN