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Design-Based Research methodology frames three iterations of professional learning sessions, collectively involving more than 85 teachers in Ontario, Canada. The study details what was learned from each iteration and how the pedagogical approach was modified based on findings. 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Robb, Ontario Tech University  \nAbstract  \nThis article reports on the evolution of a STEAM-based teacher professional learning program designed to focus on maker pedagogies. Design-Based Research methodology was used to frame three iterations of professional learning sessions, which collectively involved more than 85 teachers in Ontario, Canada. The article describes the three iterations of teacher professional learning related to a maker approach, reports on what we learned from each iteration and how we modified the pedagogical approach based on the findings, and includes discussion on the implications for future professional learning in maker education.  \nKeywords: Teacher professional learning; Makerspaces; Maker pedagogies; Design-Based Research; STEAM  \nRésumé  \nCet article rapporte l'évolution d'un programme d'apprentissage professionnel des enseignants basé sur les STIAM et conçu pour se concentrer sur les pédagogies maker. La méthodologie de recherche orientée par la conception a été utilisée pour encadrer trois itérations de sessions  \nd'apprentissage professionnel, qui ont impliqué collectivement plus de 85 personnes enseignantes en Ontario, Canada. L'article décrit les trois itérations de l'apprentissage professionnel des enseignants liées à une approche maker, rend compte de ce que nous avons appris de chaque itération et de la façon dont nous avons modifié l'approche pédagogique en fonction des résultats, et comprend une discussion sur les implications pour l'apprentissage professionnel futur dans l'enseignement maker.  \nMots-clés : Apprentissage professionnel des enseignants ; Makerspaces ; pédagogies maker ; recherche orientée par la conception ; STIAM.  \nCJLT/RCAT Vol. 47 (3)  \nIntroduction  \nMaking and maker culture promote the development of important global competencies that are valued in today’s classrooms, job markets, and in society in general, such as creativity, critical thinking, communication, and problem-solving (Hughes, 2017; Hughes, Morrison et al., 2019; Hughes, Morrison, Kajamaa et al., 2019; Ontario Ministry of Education, 2016). Making is inherently subject-integrated, drawing on many skills and competencies that include the knowledge and application of science, technology, engineering, the arts (including literacy), and math (STEAM). As a tool for learning, a maker approach can be characterized as student-centered, inquiry-based, grounded in constructionism, and connected to the real world (Kafai, 2006; Noss & Clayson, 2015; Papert & Harel, 1991) . Makerspaces are becoming increasingly common in Canadian schools, and they are often used as sites both for informal making and for formal STEAM teaching and learning. Therefore, it is important for teachers to be familiar with promising practices associated with making as a pedagogical approach to STEAM education.  \nFocused and intentional teacher professional learning is essential to facilitate widespread uptake of new initiatives and to encourage the effective implementation of new teaching and learning paradigms (Avalos, 2011; Darling-Hammond et al., 2017; Kennedy, 2016) . We use the term Professional Learning (PL) instead of the more traditional Professional Development (PD) because PL emphasizes active learning practices, engaged in by teachers in an agentive way, which will be used in the classroom with students (Calvert, 2016b). Professional learning is also ongoing, embedded in context, and collaborative (Calvert, 2016b; Campbell et al., 2016) . Within the PL model, sustained, context-based support is necessary for effective application of knowledge and skills gained during any offsite ","cbCaivUXiDyCsNd3","https://ap.wps.com/l/cbCaivUXiDyCsNd3","pdf",366587,24,"English","# Abstract\n# Introduction\n## Teacher Professional Learning","[{\"question\":\"What is the focus of the STEAM-based teacher professional learning program in this article?\",\"answer\":\"It focuses on maker pedagogies and how teachers can effectively use maker approaches and tools for STEAM learning in classrooms.\"},{\"question\":\"How was the study designed to develop the professional learning sessions?\",\"answer\":\"Design-Based Research methodology was used to shape three iterations of professional learning sessions.\"},{\"question\":\"What do the authors claim about the need for professional learning compared with traditional professional development?\",\"answer\":\"Professional Learning (PL) is positioned as active, collaborative, ongoing, and context-embedded, with sustained support needed for effective classroom application.\"}]","Making STEAM-Based Professional Learning - A Four-Year Design-Based Research Study | PDF",1792086676]