Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments

Background Informal learning environments (ILEs) like Fablabs and Makerspaces have potential to facilitate development of STEM skills. However, these might be difficult for teachers adopt in their teaching because approaches grounded constructionism where the role teacher changes from a transmissive instructor an active co-creator, using high-tech equipment not normally found schools.Purpose The aim is investigate teachers’ self-efficacy perceived when Makerspaces. This investigated related ILEs equipment. study was conducted two countries/regions, Flanders (Belgium) Sweden We also compare differences between depending on nationality, gender, years experience.Sample A total 347 secondary school completed online survey. Quantitative analyses used all questions survey, except one open-ended question, which analysed through inductive thematic coding.Results reported moderate , low Some described themselves as having roles coach or co-learner during visits with students. Others saw passive role. Many did know what kind take. who ILEsreported higher teach than other teachers.Conclusions shows that constructionist approach important if are develop high-techILEs. Thus, developing practices line relation high-techILEsis imperative, education. results highlight staff handling Hence, collaboration importance.