Abstract: While the amount of scholarship focusing the maker movement and makerspaces being utilized in formal education is on the rise, research is sparse on their use in teacher education programs. Existing research has tended to focus on STEM- and arts-integration into makerspaces, but more foundational considerations may provide insight into the inherent affordances of these spaces. This paper will serve as a review of the literature at the intersection of teacher education, the maker movement (to include makerspaces and makers), constructivism and constructionism, experiential education, and embodied learning. Implications for future research in teacher education and the maker movement are discussed with the hope of providing room for creativity and rigor in the endeavor.