THE MA-KE MODEL: A SOCIAL STUDIES MAKERSPACE INSTRUCTIONAL MODEL TO ENHANCE PRE-SERVICE SOCIAL STUDIES TEACHERS’ COMPETENCIES IN THE NEXT NORMAL CLASSROOM

Abstract

The preparation of pre-service social studies teachers within next-normal classroom contexts lacks an operational framework that systematically integrates knowledge construction, critical thinking, socio-cultural participation, and teacher competency development, especially in the context of makerspaces, where most research is still limited to STEM fields.This study aimed to 1) Design the MA-KE Model as a Social Studies Makerspace instructional model for pre-service social studies teachers and 2) Examine the competencies developed through its implementation. A qualitative research and development design was employed within a participatory action research (PAR) framework, involving iterative cycles of planning, action, observation, and reflection. The model was developed by integrating educational theories with the socio-cultural context of Lanna communities in Northern Thailand. Participants comprised 64 pre-service social studies teachers from Chiang Mai University and 40 secondary school students from two schools, purposively selected to reflect the contextual differences between digital and cultural capital: a private school in an urban area and an ethnic minority boarding school. Data were collected using multiple methods (structured observation records; focus group discussions; open ended questionnaires; reflective journals; student produced artefacts) and data analysis was conducted via an iterative qualitative methodology. The results showed that the MA-KE Model consists of four consecutive phases: Mapping Learners, Architecting the Learning Journey, Kicking-off Creative Learning Practice, and Evaluating and Elevating Learners. In addition, the use of the model enabled the pre-service teachers to develop six competencies that functioned as an interconnected ecosystem, i.e., each of the competencies supported and complemented the other five. The study advances three theoretical contributions: A culturally grounded makerspace pedagogy framework, A reflective practice framework for transformative learning, The MA-KE Competency Ecosystem. These contributions support educational innovation aligned with Sustainable Development Goals (SDGs) 4.7 and 10.