#26: Frustration, Conflict, and Transformative Learning in a Teacher Makeathon

This poster investigates the role of social and emotional experiences in fostering transformative learning during a three-day Makeathon for in-service teachers. Using reflective journal data analyzed through Epistemic Network Analysis (ENA), I examine how internal feelings of frustration and external experiences of conflict relate to reported transformative learning. Results suggest that frustration, rather than conflict, is more closely linked to transformative learning, offering implications for designing professional learning in maker-based learning environments.