Teachers’ Identity Work in a Professional Facebook Group

Abstract

Aim/Purpose: The aim of this study is to investigate posts that deviate from the norm by receiving many more comments than likes in a teacher thematic Facebook (FB) group. Background: Social media sites are currently becoming standard tools for professional practices. Swedish teachers use thematic FB groups as a platform for professional learning. Methodology: Data from a large teacher FB group over a three-year period have been collected using programmatic approaches. The interactions have been analysed through a three-phased process: (1) meta-data selection criteria and computational analysis to identify in-depth discussions, (2) content selection criteria, and (3) interaction analysis of selected threads. Contribution: FB discussions provide a platform for teachers for sharing resources and for emotional and professional support. The support and sharing do not merely constitute explicit requests, but also bring about professional discussions. Findings: The 79 original posts that significantly deviated from the norm of the group, were formulated as questions and/or requests, which implies that they were designed to attract comments and not only likes. The original posts were organized around four themes: (1a) functionally motivated technical features, (1b) instructionally motivated technical features, (2) pedagogical ideas and premises, and (3) sharing. The nature of these unusual threads was that teachers used the thematic FB-group to share teaching material and resources as well as to give and receive emotional and professional support. Such sharing and support meant a transformation from working in isolation to finding a professional community. In the discussion threads the teachers displayed a variety of identities, such as active and engaged teacher, a thematic expert, or a central group member. Recommendations for Practitioners: In terms of practical implications, teachers’ competencies towards using social media platforms for collective and constructive discussions need to be strengthened. The challenge is to promote more teachers to partake in challenging such group norms in such groups so that discussions characterised by openness, debate, and constructive criticism are established. Recommendation for Researchers: It is vital to empirically investigate teachers’ online interactions as new types of collegial discussions that, while rich, could be seen as valuable even if they are unpredictable compared to well-established professional learning efforts. Impact on Society: This study contributes with knowledge about the impacts of social media platforms as becoming standard tools for all human activities, let alone professional practices. Future Research: Additional detailed analysis of teachers’ use of social media platforms for professional purposes are needed as well as methodological competence development with regard to computational approaches such as those employed in this study.

ESL Teachers’ Professional Development on Facebook During the Covid-19 Pandemic

“…They also reported that Facebook was relatively beneficial to their professional life (Bergviken Rensfeldt et al, 2018). In another study, Swedish teachers reported that they share teaching material and resources and give and receive emotional and professional support (Lundin et al, 2020). Moreover, teachers' responses to the survey questions about the impact of participating in ESL FTPs in this study are similar to students' and teachers attitudes towards professional discussion forums on the Internet and Online Learning Management Systems, and professional groups on other social media such as Twitter (Al-Jarf, 2005;Al-Jarf, 2006a;Al-Jarf, 2006b;Al-Jarf, 2006c;Al-Jarf, 2007a;Al-Jarf, 2007b;Al-Jarf, 2014;Al-Jarf, 2017;Al-Jarf, 2020a;Al-Jarf, 2020b).…”

“…Unlike the current study which revealed a wide range of topics posted in TFPs, the topics on which a Swedish teacher thematic Facebook group focused were less comprehensive than those in the current study. Lundin et al (2020) reported that the posts Swedish teacher thematic Facebook group were questions and/or requests that focused on four themes: sharing, pedagogical ideas and premises, instructionally motivated technical features, and functionally motivated technical features.…”

“…Teachers from Pakistan and Bhutan declared that teacher interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teachers, and teachers' interest in knowledge sharing and professional learning (Impedovo et al, 2019). In Lundin et al (2020) study, the teachers displayed a variety of identities such as active and engaged teacher, a thematic expert, or a central group member. They indicated that teachers' competencies in using social media platforms for collective and constructive discussions need to be strengthened.…”

“…A second Swedish study by Lundin et al (2020) analyzed 79 posts that received more comments than likes in a Swedish teacher thematic Facebook group for professional learning. Findings showed that the 79 posts were formulated as questions and/or requests to attract comments, not only likes.…”

Flipped Learning

“…FL literature is presently dominated by investigated FL cases and FL effectiveness (Lundin et al 2020). As Lundin et al (2020) found, in the initial years of FL research, descriptive case reports on FL implementation were dominant, but these studies were mainly limited to reporting the experimental process and results of adopting FL in individual courses or subjects at individual schools. There have also been studies with reflection or opinion-based arguments around FL and with a theoretical approach discussing relevant educational theories supporting FL (Lundin , 2020).…”