摘要
This study aims to investigate whether there are differences in the intentions to adopt maker education between in-service and pre-service teachers. It also seeks to identify the key factors affecting their intentions, providing insights for tailoring professional development (PD) training programs to meet the needs of teachers at different career stages. A hybrid maker-based PD program was designed and offered to both in-service and pre-service teachers. The participants' behavioral intentions to adopt maker education were assessed after the PD program using an extended Theory of Planned Behavior model. The intentions of in-service and pre-service teachers were examined, and the key factors affecting their intentions were identified using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that pre-service teachers had significantly lower intentions to adopt maker education compared to in-service teachers. For pre-service teachers, attitude was the key factor influencing their intentions, while for in-service teachers, subjective norms played a crucial role. These findings highlight the importance of tailored PD for teachers at different career stages.