The transformative potential of making in teacher education: A case study on teacher training through making and prototyping

Abstract

The paper describes an ongoing research on teacher education for the implementation of making and digital fabrication in educational settings taking part at LABoral Art Centre, Spain. It aims to define key points and indications for the design of learning environments for teachers through making and prototyping in the context of an art centre as an open education lab. We present a qualitative instrumental case study articulated around two dimensions: the analysis of the context of the art centre, and the design of two teaching education programs. The analysis of LABoral context aims to explore the potentiality of an open lab and its related community as a learning environment for teacher education. The study of the teaching education programs is set to define the principles in order to put forward a proposal for the design of a learning environment for teacher education in making.