Teacher peer support in social network sites

Kelly, Nick; Antonio, Amy

doi:10.1016/j.tate.2016.02.007

Cited by 165 publications

(117 citation statements)

References 42 publications

Supporting

Mentioning

107

Contrasting

Unclassified

Order By: Relevance

“…In the OPLC, teachers’ reflection often exists in three different contexts: self‐reflection based on video cases (Christ, Arya, & Chiu, ), collaborative reflection based on online discourse (Yuan & Mak, ) and reflection based on writing teaching diaries (Killeavy & Moloney, ). Teachers’ online discourse is predominantly used for connecting teachers with each other, providing and seeking suggestions about teaching practices (Kelly & Antonio, ). Since teachers’ discourse reflects the process of collaborative knowledge building, it has always been a focus of researchers in the field of the computer‐supported collaborative learning and knowledge building (Lin & Chan, ; Wise & Schwarz, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…This growing body of literature offers case studies and detailed analyses of professional learning and development that can take place through teachers' online peer‐to‐peer engagement. As such, increasing work is being undertaken analysing the ways in which teachers' online engagement supports this through: sharing lesson plans and teaching strategies (Flanigan, ); emotional support and aggregating professional knowledge (Hur & Brush, ); sharing and creating professional knowledge (Duncan‐Howell, ); collaborating and interacting (Tour, ); reflecting on practice (deNoyelles & Raider‐Roth, 2015); gaining community‐based support (Tsiotakis & Jimoyiannis, ; Visser, Evering, & Barrett, ); engaging in a community of practice (Kelly & Antonio, ); and generating online professional learning networks (Trust et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Performance, structure and ideal identity: Reconceptualising teachers' engagement in online social spaces

Robson¹

2017

Brit J Educational Tech

View full text Add to dashboard Cite

In recent years, teachers have turned to online social spaces for peer-to-peer interaction in increasing numbers. This online engagement has been highlighted by both practitioners and academics as having important implications for teachers' professional learning and development. However, there is a need to move beyond instrumental discourses that simply discuss engagement and technology in terms of costs and benefits, and analyse the complex social contexts in which engagement takes place. Therefore, presenting data from a digital ethnography of three online social spaces used by teachers, this paper uses professional identity as an analytical framework in order to understand teachers' online engagement in holistic terms in a way that acknowledges the messy social realities in which teachers work. It then presents a new theoretical framework for conceptualising teachers' professional identity that develops the concept of embedded ideal identity and takes into account context, social complexity, structure and agency.

show abstract

“…PSTs' reflections on the strengths aligned with much of the research on Twitter in higher education in regard to access to resources, communication and connection (Bull et al, 2008;Carpenter, 2015;Carpenter & Morrison, 2018;Harvey & Hyndman, 2018;Hyndman & Harvey, 2019;Kelly & Antonio, 2016;Lemon, 2016;Paris et al, 2015;Nielsen, Moll, Farrell, McDaid, & Hoban, 2013;Wright, 2010). Specifically, the PSTs noted that Twitter use supported disciplinary connections relevant to becoming a teacher: "great blogs and attachments from pages and [I] followed people that are teachers [so I was] connecting to professionals" and "makes us reflect on the activities we're doing.…”

Section: We Did Think There Were Strengths But…mentioning

confidence: 92%

“…In relation to ITE degrees, social media use highlights how connections made can assist PSTs to transform their connections to the profession (Bull et al, 2008;Carpenter, 2015;Carpenter & Morrison, 2018;Harvey & Hyndman, 2018;Hyndman & Harvey, 2019;Kelly & Antonio, 2016;Lemon, 2016;Paris, Boston & Morris, 2015;Nielsen, Moll, Farrell, McDaid & Hoban, 2013;Wright, 2010). Connection and networking offered by social media in ITE contexts can support PSTs development of linking to their peers (Carpenter, 2015;Carpenter & Morrison, 2018;Duncan-Howell, 2008;Lemon, 2016;Hyndman & Harvey, 2019) while honing reflective practice that illuminates the individual value of skill development associated to the act of being a teacher (Wright, 2010).…”

Section: Social Media In Initial Teacher Educationmentioning

confidence: 99%

Social Media use in Initial Teacher Education: Lessons on knowing where your students are

Lemon¹,

O’Brien²

2019

AJTE

View full text Add to dashboard Cite

The use of social media in initial teacher education offers connection to a community of learners. As teacher educators we planned to use Twitter with pre-service teachers (PSTs). But at the end of the semester it was revealed that PSTs insisted on using a different platform; offering valuable perspectives and insights into the boundaries that are set by PSTs when moving from personal to professional use of social media. Through this paper we share our voices as initial teacher educators who valued the voices of PSTs in navigating the integration of Twitter into a semester of study. Revealed are insights into knowing where your students are when integrating social media to support the growth of a community.

show abstract

Teacher peer support in social network sites

Cited by 165 publications

References 42 publications

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Performance, structure and ideal identity: Reconceptualising teachers' engagement in online social spaces

Social Media use in Initial Teacher Education: Lessons on knowing where your students are

Contact Info

Product

Resources

About