Facebook as an Informal Teacher Professional Development Tool

Bissessar, Charmaine

doi:10.14221/ajte.2014v39n2.9

Cited by 29 publications

(30 citation statements)

References 15 publications

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“…Our results are in accordance with past research evidence with samples of pre-service and in-service teachers suggesting that Facebook groups is a well promising medium to enhance teacher learning, formally and/or informally ( Bissessar, 2014 ; O’Bannon et al., 2013 ; Ranieri et al., 2012 ; Rutherford, 2010 ). In a similar vein, the fact that 80 out of the 132 registered participants (60.6%), remained active throughout the training process and completed it is considered satisfactory, thus supporting the premise that well designed online training, drawing from SDT principles, has the potential to motivate and sustain participants’ engagement effectively, which is consistent with recent research evidence in MOOC literature ( Martin et al., 2018 ).…”

Section: Discussionsupporting

confidence: 92%

“…A more contemporary, innovative approach to conventional teacher CoP, is to develop online CoP which is a very promising perspective in effectively enhancing teacher learning and practical knowledge ( Baran & Cagiltay, 2010 ; Jonassen, Howland, Marra, & Crismond, 2008 ). In this line, recent research evidence with samples of pre-service and in-service teachers supports the beneficial role of social networks, such as Facebook, for educational purposes and teacher training/professional development ( Bissessar, 2014 ; Rutherford, 2010 ; Çevik, Çelik, & Haşlaman, 2014 ).…”

Section: Introductionmentioning

confidence: 97%

“…In recent years, there has been a growing interest in the development and use of social networking by the teacher communities in favor of their professional development. Recent research findings suggest that such means provide teachers with useful and effective tools to achieve enhanced professional development and learning ( Bissessar, 2014 ; Kelly & Antonio, 2016 ; Macià & García, 2016 ; Rehm & Notten, 2016 ). However, studies regarding the reasons that lead teachers’ participation and sustainability of such e-communities and interactive networks, are still lacking ( Hur & Brush, 2009 ; Ranieri et al., 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

Gorozidis

Tzioumakis

Κrommidas

et al. 2020

Teaching and Teacher Education

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The purpose of the study was the evaluation of a teacher in-service training program, namely “PE.T.Co.N.“, an online community of practice via Facebook groups. Drawing from Self-Determination theory (SDT), the program aimed at satisfying teachers’ autonomy, competence, and relatedness needs and facilitating their autonomous motivation. Pre-post measurements showed significant improvements in key variables that can determine training success. Preliminary quantitative group insights supported by qualitative data revealed enhanced participatory dynamics in terms of members’ interaction. Findings suggest that PE.T.Co.N. is a promising, innovative approach to teacher training. Implications are discussed in light of SDT.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

Gorozidis

Tzioumakis

Κrommidas

et al. 2020

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…Even though these environments have originally been created for socialization purposes, their value, significance, and prospects have gradually been recognized by educators. Inherent characteristics of social media platforms such as "networking," "communication platform," "content," "connections," and "consumption, production, and interaction with content/users," in Ellison and Boyd's (2013) terms, have all contributed to their repurposing as new and unorthodox alternatives of mainstream professional development (Bissessar, 2014). For all these reasons combined, educators are now utilizing social networking sites more than ever.…”

Section: Social Media: What Is It and What Does It Offer To Teachers?mentioning

confidence: 99%

“…Since its inception, Facebook increasingly began to function as a transformative context for teaching and learning (and eventually pre-/in-service teacher education), and a fertile research ground for scholars interested in scrutinizing individuals, artifacts, connections, interactions, and processes therein. On the one hand, it offers opportunities for engagement in lifelong professional development (Staudt, St. Clair, & Martinez, 2013) and co-constructing shared repertoires (Lantz-Andersson, Lundin & Selwyn (2018) in a range of topics (Bissessar, 2014). On the other hand, it brings about challenges such as negotiating social pressures, privacy, and the separation of professional and professional life and identities therein (Fox & Bird, 2017).…”

Section: Facebook As An Informal Professional Development Spacementioning

confidence: 99%

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

Selvi¹

2021

Anadolu Üniversitesi Sosyal Bilimler Dergisi

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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.

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Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis

Foster‐Collins

Mattick

Baumfield

2023

British Educational Res J

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Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three‐phase comparative research design was used to explore who provides informal workplace support to early‐career professionals, types of support and influencing factors. Phase 1 was a systematic secondary analysis of interviews and audio diaries from 52 UK doctors in their first year of foundation training (F1s). Phase 2 involved new narrative interviews with 11 newly qualified teachers (NQTs) from English secondary schools. Phase 3 was a comparative analysis to produce a model of workplace support. Given barriers to accessing senior doctors, F1 doctors drew upon nurses, pharmacists, microbiologists, peers/near‐peers and allied healthcare professionals for support. NQTs gained support from allocated mentors and seniors within subject departments, as well as teaching assistants, allied support staff and wider professional networks. Support types for both professions included information and advice on practice, orientation to local settings, collaborative development activities, observation and feedback, and socioemotional support. Influencing factors included variable departmental cultures, limited opportunities for informal contact, sometimes negative inter‐group perceptions and the agentic responses of novices. The resulting workplace model of support could underpin future research and evaluations of support in similar ‘hot‐action’ environments. In medicine and teaching, greater utilisation of near‐peers and allied staff, improved role understanding and communication, increased informal contact and sharing successful strategies across professions could enhance supportive relationships.

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Facebook as an Informal Teacher Professional Development Tool

Cited by 29 publications

References 15 publications

Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

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

Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis

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