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Teacher preparation relies primarily on classroom and field experiences including content and pedagogical practices. To comprehensively address areas which impact students’ lives, a broader vision is needed. This means reaching out to community mentors and including them in the educational experience of the student and making them an integral and specific part that experience. By doing so we can truly impact social justice and develop life-long agents of social change. Community-Engaged Teacher preparation is the catalyst and essence of social justice.
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This content will become publicly available on March 17, 2026
Integrating Justice-Centered Making into STEM Teacher Preparation: A Literature Review
This paper examines the integration of justice-centered making into STEM teacher preparation programs, focusing on how these programs can foster equity and inclusivity while acknowledging the need for more research on the overlapping areas of STEM teacher preparation, social justice, and makerspace. Therefore, I synthesize recent literature in the overlapping areas and identify how each component brings insight to purposeful activity, identity formation, and connection. The discussion leads to how utilizing justice-centered-making activities can prepare educators to address systemic inequities in STEM fields. The implications of these pedagogical approaches for both teachers and students are discussed.
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- Award ID(s):
- 2243461
- PAR ID:
- 10609594
- Editor(s):
- Hartshorne, J; Cohen, J
- Publisher / Repository:
- Association for the Advancement of Computing in Education (AACE)
- Date Published:
- ISBN:
- 978-1-939797-76-6
- Format(s):
- Medium: X
- Location:
- Waynesville, NC
- Sponsoring Org:
- National Science Foundation
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