This new materialist analysis gives insights into thinking about teacher learning, practice, and issues of social justice in maker education, disrupting the constructivist notion that making is a determinist action that brings about outcomes linked to unilateral views of success and performance, and that crafted products are not bound entities that speak to these dimensions. For teacher professional development, this approach implies a critical refusal to box teachers in sedimented narratives, qualifying them as (over)performing and to romanticise them as cyborg-humans or super-tech entities whose purpose is to uncritically teach technologies. Instead, through a radical neomaterialist turn to materialities and documenting processes, this study calls for a redefinition of what 'production' (and what being productive) looks like, attending to the unfolding forces, ebbs, and flows between humans, nonhumans, and more-than-humans. This article provides a nonromanticised account of crafting with materials (digital and otherwise), with a detailed account of the turn to posthumanism in teacher education exemplified through how assemblages are dynamically produced in a graduate course on maker literacies designed for teachers. The following research question is explored: What insights can posthuman inquiry bring to documentation in maker education for teachers, and what are the implications for teacher training and professional development?