A review and synthesis of the use of social media in initial teacher education

Iredale, Alison; Stapleford, Katharine; Tremayne, Diana; Farrell, Lyn; Holbrey, C; Sheridan-Ross, Jakki

doi:10.1080/1475939x.2019.1693422

Cited by 16 publications

(11 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The above literature review has shown that social media sites, especially Facebook, are currently becoming standard tools for professional practices. However, studies by Luo et al (2020) and Iredale et al (2020) revealed that research and practice on social media-supported professional learning are in their early stage. Results about the use of social media for community building and enduring professional development are still insufficient.…”

Section: Aims Of Studymentioning

confidence: 99%

“…To help ESL teachers join a particular TFP, orientation workshops and user guides may be used to introduce teachers to professional communities which will ultimately lead to better communication and interaction among members of the ESL profession. The teachers may pay attention to issues related to pedagogy, design, and community, as these were found by Iredale et al (2020) to contribute to the effective use of social media in supporting the development of new teachers in all sectors of teacher education, including English language teaching in primary, secondary, and lifelong learning.…”

Section: Recommendationsmentioning

confidence: 99%

“…Although social media have the potential for contributing to faculty professional learning, there are still challenges related to sustaining faculty participation and engagement, and navigating the social media space effectively, especially for teachers who are novice social media users. In another study, Iredale et al (2020) explored what constitutes effective use of social media in supporting the development of new teachers in all sectors of teacher education, including English 1 https://www.ahaworldcampus.com/b/what-is-professional-development language teaching in primary, secondary, and lifelong learning. Results of the review revealed issues related to pedagogy, design, and community.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Al-Jarf

2021

EJEDU

View full text Add to dashboard Cite

Schoolteachers and college instructors from around the world can create or join special Facebook pages (FPs), groups, or clubs for ESL teachers for free. Those FPs are online learning communities that provide opportunities for in-depth peer-to-peer interaction, communication, and support. This study aims to give examples of FPs for ESL teachers; identify the kinds of topics and issues posted about the teaching and learning of English as a second/foreign language; find out whether there are special ESL Teachers’ Facebook Pages (TFPs) that focus on remote teaching and learning during the Covid-19 Pandemic; whether there are difference in the topics posted in TFPs before and during the Pandemic; and to explore the advantages and shortcomings of TFPs, and their role in teacher’s professional development before and during the Covid-19 Pandemic as perceived by a sample of ESL teacher who are members of those pages. 2500 posts from 75 ESL TFPs were analyzed. It was found that 12% are general TFPs, 42% target ESL teachers in specific countries, 16% are devoted to recruitment and job announcements, 38% are theme-based, and 22% focus on online/virtual and home-based teaching. The topics that teachers post in the TFPs, teachers’ views of the benefits and shortcomings of joining TFPs, and the role of TFPs in their professional development are reported in detail.

show abstract

Section: Aims Of Studymentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Al-Jarf

2021

EJEDU

View full text Add to dashboard Cite

show abstract

“…In recent years, there has been a growing interest in researching the professional identity of pre-service English teachers (Gu & Lai, 2019;Nguyen & Dao, 2019;Widodo et al, 2020). Despite the importance of social media in supporting professional development (Heidari et al, 2019;Iredale et al, 2019;Mart & Campbell-Barr, 2020), little is known about how a professional social media platform, such as LinkedIn, supports pre-service English teachers' professional identity , particularly in Indonesia context (Donlan, 2014;Fowlie & Forder, 2019;Hapsari & Mukhlas, 2018). To fill this gap, this study aims to describe how LinkedIn is used to enhance pre-service English teachers' professional identity and investigate their views on their experiences in LinkedIn-mediated activities.…”

Section: Introductionmentioning

confidence: 99%

Pre-service English Teachers’ Perceptions on Their Professional Identity through LinkedIn-Mediated Activities

Hapsari

Ratu²,

Mukhlas³

et al. 2022

veles

View full text Add to dashboard Cite

In English as a Foreign Language (EFL) context, pre-service English teachers need to develop their sense of identity in both real communities in society and online platforms.This study aims to analyse pre-service English teachers’ views on their engagement in LinkedIn-mediated early professional development activities . The data were collected through in-depth interviews. Three pre-service English teachers who enrolled in Teacher Professional Development coursework and engaged in LinkedIn-mediated activities during the coursework were invited to participate. Two themes emerged from the findings. The first is LinkedIn-mediated early professional development activities that raise awareness on developing current professional digital footprint. The second is LinkedIn-mediated early professional development activities help them to figure out expected teacher-selves in the future. Implications for future pedagogical practicein the Teacher Professional Development coursework is that the activities involved in LinkedIn should be sustained and enhanced in order to support the pre-service English teachers to shape their professional identity as future English teachers.

show abstract

“…The use of social media platforms in education is not limited to supporting pedagogical practices. These environments also serve to be fertile grounds for pre-and in-service teacher education and professional development-facilitating enhanced interactions, developing (professional) identity, promoting a sense of community, spearheading collaboration, inducing discussions, serving as contexts for in-depth reflections, creating opportunities for feedback, serving as contexts of support in the processes of field experience, mentoring and continuing professional development (Aydın, 2012;Carpenter & Krutka, 2015;Iredale et al, 2020). These affordances are particularly important for those teachers who are interested in their professional development yet constantly grapple with the challenges of geographical remoteness and dispersion and limited instructional/professional resources (Patahuddin & Logan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Blurring Boundaries: Facebook Groups as Digital Teachers’ Lounges for ELT Professionals

Selvi¹

2021

Anadolu Üniversitesi Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

Recent years have witnessed a rapid and widespread proliferation of information technologies and internet-based applications and platforms, commonly referred to as social media, which powerfully infused into almost every aspect of our lives, including teaching, teacher education and professional development. Departing from this premise, the current study provided a systematic analysis of Facebook groups serving as networks of professional development for ELT professionals in Turkey. The two-level analysis adopted lurking as a data collection strategy and thematic content analysis as an analytical lens. The macro analysis generated a corpus of these groups (n=55) and investigated how they positioned themselves by analyzing their group size, titles, descriptions and group cover photos. The micro analysis focused on two of the most influential groups and shed light on the actual activities in the form of posts occurring in these groups in June 2020 (n=189, n=1,063, respectively, and a total of n=1,252). The two-level analysis indicated that these groups could be defined as utilitarian (predominantly requesting information and/or providing supplementary docs, instructional videos, revision tests) and socially-oriented (social exchanges with like-minded colleagues). Thus, it could be argued that these groups serve primarily as professionally-focused spaces of socialization, like a digital teachers' lounge where teachers (coming from the same area of specialty) interact with each other, socialize but also discuss work, give or ask for help on a range of professional, administrative, logistical and administrative matters.

show abstract

A review and synthesis of the use of social media in initial teacher education

Cited by 16 publications

References 54 publications

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

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

Pre-service English Teachers’ Perceptions on Their Professional Identity through LinkedIn-Mediated Activities

Blurring Boundaries: Facebook Groups as Digital Teachers’ Lounges for ELT Professionals

Contact Info

Product

Resources

About