Unleashing the Learners: Teacher Self-Efficacy in Facilitating School-Based Makerspaces
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This qualitative research project explored the key characteristics, attitudes, and experiences of makerspace facilitators in Saskatchewan. The aim was to gather knowledge and wisdom from early adopters of makerspace from a variety of contexts ranging from tinkerspaces to increasingly popular school-based spaces in order to inform early and career-educators of the skills and attitudes conducive to creating and leading dynamic activity spaces. The questions for the semi-structured interviews were based on Bandura’s (1977; 1997) self-efficacy expectations: performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. The findings align with those of other studies in that they point towards key areas of experience: the value of productive failure, relinquishing control, and modes of support. We conclude that there is a need to help preservice and early career educators to become prepared and confident makerspace facilitators. To this end, we offer four suggestions for new makerspace facilitators: aim towards unleashing, allow others to be the experts and leaders, celebrate success and failure, and openly seek and offer support.
 Keywords: makerspace, self-efficacy, motivation, early career educators, productive failure
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it