Kurima, Jay Richard (2023) STEAM Teacher Creativity: A Thematic Literature Review of Maker-Based Professional Learning. Research Master thesis, Victoria University.

Abstract

This study aims to explore how maker-based professional learning can inform Science, Technology, Engineering, Arts, and Mathmatics (STEAM) teacher creativity. It has been argued that creative thinking inspires teachers to create engaging and dynamic learning experiences tailored to meet students' individual needs, and the outcome is an improved learning experience. Incorporating innovative curricula and pedagogies, such as STEAM and maker-based education, can be facilitated through advancing teacher creativity. However, teacher creativity can be restricted by the constraints of standardized curricula, high-stakes testing, a lack of training or resources, and a lack of support from school administration or culture. This research was conducted as a reflexive thematic literature review examining maker-based teacher professional learning scholarship. The research focused on the following question: What does the international scholarly literature reveal about the overlap between (a) teacher professional learning, (b) maker-based approaches, (c) teacher creativity and (d) STEAM pedagogies? The analysis of eight existing studies revealed five themes: perceiving, modification, elaboration, ecosystem, and foundation, which provided a lens to consider teacher creativity. The findings were discussed under three key areas: STEAM teachers as designers and makers, STEAM teacher risk-taking, and STEAM teacher agency and self-efficacy. This research provides insight into how maker-based education, STEAM pedagogies, and teacher creativity intersect. The findings identified that this intersection, delivered to teachers through professional learning, can foster innovative and creative teacher creativity.

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