Sharing repertoires in a teacher professional Facebook group

Lantz-Andersson, Annika; Peterson, Louise; Hillman, Thomas; Lundin, Mona; Rensfeldt, Annika Bergviken

doi:10.1016/j.lcsi.2017.07.001

Cited by 35 publications

(30 citation statements)

References 27 publications

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“…Ilomäki et al 2016;Pagani et al 2016;Pettersson 2017), (b) teachers' current level of digital competence and the time and contexts for CPD (cf. Bulfin et al 2016;Lantz-Andersson et al 2017;Krumsvik 2008Krumsvik , 2014Sipilä 2014;Willermark 2018) and (c) the degree of readiness at an organisational level for the digitalised school (cf. From 2017; Pettersson and Olofsson 2019).…”

Section: Discussionmentioning

confidence: 99%

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

Olofsson

Fransson

Lindberg

2019

Educational Studies

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Section: Discussionmentioning

confidence: 99%

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

Olofsson

Fransson

Lindberg

2019

Educational Studies

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“…Previous studies on online networks have affirmed key features of PLCs identified by Stoll et al (2006). For example, a collective responsibility to share ideas for teaching (Ranieri, Manca, & Fini, 2012), an inclusive membership with low barriers for participation, mutual trust and respect, where teachers dare to take risks and ask questions they "should" know (Lantz-Andersson et al, 2017).…”

Section: Setting Materials and Methodsmentioning

confidence: 97%

“…The extended staff room, which is accessible on different platforms, has proven to offer teachers an effective community to ask for and offer help on daily issues in the classroom (c.f. Lantz-Andersson, Peterson, Hillman, Lundin, & Bergviken Rensfeldt, 2017). Earlier studies have shown that teachers' interactions mainly concern teaching practice (van Bommel, Randahl, Liljekvist, & Ruthven, 2020).…”

Section: Introductionmentioning

confidence: 99%

Back to basics? Discourses of writing in Facebook groups for teachers

Sturk

Randahl

Olin-Scheller

2020

NJLR

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This study investigates what discourses dominate teachers' beliefs about writing education and how these discourses are negotiated among teachers in social media. The empirical material is based on a stratified random sample of interactions, so-called threads, between teachers in three large open Facebook groups for teachers of Swedish (2,500-10,000 members). Taking Ivanič's 7 discourses of writing and learning to write as a framework, the study analyses discourses about writing visible in the interactions as well as blogs linked to, and school books and apps recommended. The two last steps are data-driven, emanating from previous steps. The result shows that 40% of the interactions concern writing. These interactions are dominated by a skills discourse. Further, a genre discourse challenges a former prominent discourse, the process discourse. Also, discourses in a social context are rare. The results indicate a narrow view of writing education in policy and practice, which, due to Ivanič (2004), can be interpreted as a consequence of a wider societal context where the educational system is questioned and explicit standards for writing are foregrounded. What conditions that would facilitate a wider range of discourses of writing in a school under pressure merits further investigations.

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“…To encourage stronger bonds and protect the privacy of its members the group should be "closed" (ibidem). In the first place, a Facebook group could be used asa 'broadcast' account (Britland 2012 Lantz-Andersson et al (2017) argue that teacher discussions in professional online communities are still relatively unexplored. In the literature review on social media in teacher professional development presented by Greenhow et al (2018) it is Twitter that seems to be the most frequently researched platform.…”

Section: Facebook In Language Teaching and Learningmentioning

confidence: 99%

The World of English Teachers in a Facebook Common-Interest Group

Dzięcioł-Pędich¹

2018

Crossroads

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In view of the fact that teacher discussions in professional online communities are not frequently researched, the author decided to conduct a small scale study with the aim to analyse discussions held by members of two Facebook groups for English language teachers. The findings show that members of both groups want to know how they could help their students, and discuss their own professional and personal needs. Moreover, members of both groups show their appreciation not only towards practical solutions, but also towards the theoretical content suggested by others. Furthermore, the analysis has revealed that language teachers need to be constantly motivated, inspired and reassured that they are doing their job well. Finally, the findings show that, apart from creating their own personal learning networks in Facebook groups, their members treat them as arenas for promoting their products, services, or events.

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Sharing repertoires in a teacher professional Facebook group

Cited by 35 publications

References 27 publications

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

Back to basics? Discourses of writing in Facebook groups for teachers

The World of English Teachers in a Facebook Common-Interest Group

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