Virtual induction: A novice teacher's use of Twitter to form an informal mentoring network

Risser, H. Smith

doi:10.1016/j.tate.2013.05.001

Cited by 103 publications

(39 citation statements)

References 49 publications

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“…It is stated that teachers' participation in online communities of practice will encourage them to experience new methodologies, acquire new resources and think about educational theories (Marcia & Garcia, 2016). Furthermore, these groups provide cooperation and social support in addition to enabling teachers to think about different practices (Smith Risser, 2013). Therefore, as it is understood from these statements, it can be interpreted that online communities of practice will ensure the professional development of teachers through collective practices and shared values.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Teachers’ Professional Development: The Case of WhatsApp

Cansoy¹

2017

JEL

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In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between the years 2015-2016, in the WhatsApp group were examined in the study. Content analysis was applied to the data, and the themes were created. In the study, it was observed that teachers made shares in four different themes that support professional development. These were found to be shares for field knowledge, shares for pedagogical content knowledge, shares for in-school teaching practices and shares for emotional support among teachers. In this context, it was revealed that programs providing online chatting opportunities could be an important tool in ensuring the professional development of teachers.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Teachers’ Professional Development: The Case of WhatsApp

Cansoy¹

2017

JEL

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“…Recent research describes online teachers' networks through the theories on social capital and social network analysis, which reveal how information flows between a group of network members (Ranieri, Manca, and Fini 2012;Schlager et al 2009;Smith Risser 2013;Tseng and Kuo 2014). Bordieu's 'social capital theory ' (1986) asserts that: the social capital possessed by a person depends on the size of the network of connections they can effectively mobilize and on the volume of the capital (economic, cultural or symbolic) possessed in their own right by each of those to whom they are connected.…”

Section: Introductionmentioning

confidence: 99%

Professional development of teachers acting as bridges in online social networks

Macià

Jordan

2018

Research in Learning Technology

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Spanish K-12 teachers participate in online social networks to share educational resources and also to socialise with other teachers. In these networks, participants connected to several groups can adopt a bridging role. In general, ' bridging teachers' are more participative, engaged and they help to spread information through the network. In this study, we explore how bridging teachers use Twitter and whether this use results in a better outcome in their educational practices. Three kinds of data sources were analysed: teacher interviews, teachers' contributions on their own blogs and webpages, and teachers' Twitter activity. The analysis provided information on the participants' school practices, professional development, use of social networking sites and type of activity on Twitter. The results indicate that teachers acting as bridges use participatory methodologies combined with technology in their classroom and are active users of several social networking sites, although they prefer Twitter for professional matters. Regarding the use of Twitter, we have been able to identify two main patterns of interaction: one targeted at information sharing and the other focused on social relations.

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“…In Teacher Education, there is research into the potential of Twitter for reflection in action (Smith Risser, 2013;Wright, 2010) and for the construction of a networked community of practice for professional development (Lewis & Rush, 2013). Moreover, the research on Twitter in the context of teacher education has also reported barriers for its successful integration, such as resistance of teachers to use Twitter with non-adult students especially because of distraction issues (Lin, Hoffman, & Borengasser, 2013).…”

Section: Potential and Drawbacksmentioning

confidence: 99%

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Tur

Marín

2015

J. New Approaches Educ. Res.

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This paper presents research focused on the educational experience of students using the microblogging platform Twitter for debate activities in three groups in different teacher education programmes at the University of the Balearic Islands, Spain. The implementation of this technology-based task in a face-to-face class was introduced as an innovative experience as a way of enhancing student learning and fostering participation in the context of formal learning. The educational objectives of these activities, besides working on the topics of the debate, were to empower student teachers' Personal Learning Environments, engage student participation and enhance their use of social media and mobile devices for learning. Student perceptions were assessed by means of a questionnaire completed by them at the end of the courses. Tweets related to the debate were also collected in order to obtain some statistical data on student participation. Data collected allowed the researchers to observe student teacher engagement with the use of Twitter for the debate activity and its impact on their learning and understanding of the debate topic. Results also showed positive perceptions towards the use of social media in education and students' willingness for future use, learning opportunities from Twitter and the use of mobile technology were also envisioned. Finally, conclusions argue the implications for practice of the current study and highlight some issues for further research, such as the exploration of new and innovative uses for teachers' professional development and the empowerment of new activities and habits in learning on the move.

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Virtual induction: A novice teacher's use of Twitter to form an informal mentoring network

Cited by 103 publications

References 49 publications

Teachers’ Professional Development: The Case of WhatsApp

Teachers’ Professional Development: The Case of WhatsApp

Professional development of teachers acting as bridges in online social networks

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

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