Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities

Liljekvist, Yvonne; Randahl, Ann-Christin; Bommel, Jorryt van; Olin-Scheller, Christina

doi:10.1080/00313831.2020.1754900

Cited by 32 publications

(37 citation statements)

References 23 publications

(56 reference statements)

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“…Because of difficulties in interpretation related to IRRsand greater difficulties related to the estimate in log-odds units-we presented the calculated average marginal effects (AMEs). An AME is the value (in the original units of the dependent variables) of the effect of a one-unit change in the independent variable on the dependent variable (Leeper, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers who use Facebook in their PLNs primarily do so to stay informed (Liljekvist et al, 2020) and to network and exchange ideas on specific topics related to their professional practice. However, teachers’ make challenging decisions about the scope of private information they disclose (i.e., decisions on privacy settings); when teachers disclose private information about themselves (e.g., messages from family members), this can not only have a positive effect on student–teacher relationships but also lead to a decrease in teachers’ credibility (Mazer et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

et al. 2021

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Teachers participate in professional learning activities to enhance their pedagogical knowledge and share best practices—and the increasing role of technologies in education, including social media, is shifting how this professional learning occurs. The COVID-19 pandemic provided an opportunity to consider the role of social media for professional learning. Using intensive longitudinal methods, we repeatedly surveyed 14 teachers’ use of social media both before and during the pandemic (N = 386 total responses). We found patterns in social media platforms uptake and their purposes, but teachers’ use of social media was largely idiosyncratic. Also, teachers demonstrated notable shifts in social media use after the pandemic started; multilevel models indicated that teachers were more likely to use social media to connect and share, especially, as well as learn and follow, compared with before the pandemic. Higher levels of COVID-19-related family stress were also associated with more use of social media to find materials.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

et al. 2021

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“…C'est le cas du sous-groupe professionnel « Le Monde de l'éducation », créé mai 2020, dont le nombre de participants aux échanges est arrivé à 11 292 au mois d'août 2021. Ce sont des exemples d'actions qui témoignent de la volonté de partager des connaissances et des méthodes d'enseignement sur les réseaux sociaux et que nous, en concordance avec Liljekvist et al, (2021), associons au développement professionnel chez les enseignants.…”

Section: Problématique Et Cadre De Référenceunclassified

Le développement professionnel autonome chez les enseignants dans le contexte de la pandémie

Dobrica-Tudor¹,

Coutlée

2022

Innover dans la tradition de Vygotsky

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Lors de cette recherche, menée au printemps 2021, nous avons exploré si les médiations d’ordre cognitif, social et technique, développées entre certains acteurs de l’éducation dans le contexte particulier de la pandémie de COVID-19 ont débouché sur le développement professionnel chez les enseignants travaillant dans des écoles primaires et secondaires québécoises. Forcés d’enseigner à distance ou en mode hybride par une longue période de confinement, les enseignants ont dû garder le contact avec les élèves et assurer la continuité des apprentissages de ceux-ci. Ce contexte a amené les enseignants à se tourner vers différentes ressources de médiation, notamment vers les réseaux sociaux et les conseillers pédagogiques. Opérationnalisé par des changements de pratiques dans le contexte d’une crise sanitaire sans précédent, le développement professionnel des 29 enseignants participants a été étudié par l’intermédiaire de la méthodologie Q. Les classements des énoncés élaborés à cette fin font ressortir trois profils d’enseignants : ceux dont le développement professionnel a reposé en majorité sur les interactions avec des collègues connus, les enseignants qui se sont plutôt fiés à leurs réflexions et aux conseillers pédagogiques qu’aux autres ressources investiguées dans l’étude et ceux qui se sont inspirés des échanges professionnels sur les réseaux sociaux pour développer leur pratique. Rapportés à l’enseignement dans des contextes particuliers et concernés par la façon dont les enseignants ont fait appel aux différentes ressources, nos résultats pourraient servir aux conseillers pédagogiques pour mieux soutenir le développement de compétences professionnelles permettant l’adaptation des pratiques enseignantes à des situations hors du commun. Mots-clés : développement professionnel, pandémie, profil des enseignants, réseaux sociaux, conseiller pédagogique

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“…Social media makes it possible to analyze different things, for example, speech functions and acts used in posts that can show what different stakeholders do and how they affect the implementation of the change. From the four primary speech functions ('statement', 'question', 'offer' and 'command'), teachers engaging in self-organized Facebook groups tend to use 'questions' and 'offers' [19]. Social media is used for sharing information and opinions, but also emotions and negative responses prevail after unpredictable calamities [20].…”

Section: Literature Reviewmentioning

confidence: 99%

Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic: A Study of Facebook Messages in Estonia

Luik

Lepp

2021

Education Sciences

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Education worldwide was affected by the coronavirus pandemic when many countries, including Estonia, had to switch to distance learning. It was an unexpected change in education and required a response from relevant stakeholders. This study aims to understand the activities of different stakeholders as revealed in the messages of the Facebook group ‘Homeschooling with technology’ from 6 March to 26 April 2020. A mixed method study design was used, including quantitative and qualitative content analysis of 872 messages posted by members of the Facebook group, which were divided into eight role groups. Teachers, educational technologists, principals and parents represented local stakeholders while external stakeholders included members from government institutions, supporters, teacher educators and members with other roles. The analysis covered activeness of each role group, emotional expressions, speech acts and topics represented in messages. The results indicate that educational technologists played a key role in handling the coronavirus pandemic situation in education. However, local stakeholders also received support from external stakeholders. The results help capture the roles, experiences and views of different stakeholders during the educational change caused by the coronavirus pandemic in order to learn from this and to be prepared for such situations in the future.

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Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities

Cited by 32 publications

References 23 publications

A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

Le développement professionnel autonome chez les enseignants dans le contexte de la pandémie

Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic: A Study of Facebook Messages in Estonia

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