Social Media as a Conduit for Teacher Professional Development in the Digital Era: Myths, Promises or Realities?

Alberth, Alberth; Mursalim, Mursalim; Siam, Siam; Suardika, I Ketut; Ino, La

doi:10.15639/teflinjournal.v29i2/293-306

Cited by 21 publications

(20 citation statements)

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“…Moreover, this study further depicts that the use of social media is found to be an instant alternative to carry out interactive online learning. This result is consistent with what have been portrayed by Alberth et al (2018) and Nugroho and Atmojo (2020) that informal digital learning of English beyond classroom could be conducted with the presence of social media such as WhatsApp, YouTube, Instagram, and Facebook.…”

Section: Discussionsupporting

confidence: 91%

Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

Nugroho¹,

Haghegh

2021

VELES

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A number of research studies have been conducted to examine the practices and challenges of online English language teaching in the age of Covid-19 pandemic. However, research on the teachers’ insights and suggestions to overcome the challenges of the emergency remote teaching still remains unexplored. The present study shed some light on EFL teachers’ teaching activities, challenges, and insights of the emergency remote teaching amidst the global pandemic. The data were obtained from 27 Indonesian EFL teachers (17 female and 10 male) by means of self-written reflection and semi-structured interview. The results revealed that the emergency remote teaching activities were conducted by administering online forum and discussion, integrating social media, and designing interactive exercises. Notwithstanding the facts, the teachers encountered some challenges such as unfamiliarity with digital platforms, inability to provide quick feedbacks, and lack of students’ motivation and engagement during the remote teaching. In responding to the challenges, this study further depicted that joining professional development programs, creating representative lesson plan, and designing interactive online classroom activities could became alternative solution. These results contribute to the realm of English language teaching as fruitful insights and as a ‘wake-up call’ for educational stakeholders in order to enhance the efficacy of online teaching and learning, particularly during the global pandemic.

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Section: Discussionsupporting

confidence: 91%

Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

Nugroho¹,

Haghegh

2021

VELES

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“…Leaders can also choose to include professional learning, or not, in a teacher's evaluation, and foster an environment in which teachers have time in their weekly teaching schedule to try and reflect on new skills (Jensen et al, 2016). Traditional, formal models of professional learning face constraints of space and time (Lawless & Pellegrino, 2007;Smith, Wilson, & Corbett, 2009) and the lack of continuing support for participants (Alberth, Mursalim, Siam, Suardika, & Ino, 2018). Models of professional learning that bring all teachers in a system together for days at the beginning or end of the school year often are "inadequate, fragmented and superficial" (Thacker, 2015, p. 38) and do not meet the individual needs of the participants (Ball & Cohen, 1999;Borko, 2004;Wei et al, 2009) or are often something "done to teachers" (Carpenter & Morrison, 2018, p. 25) rather than a participatory and collaborative form of learning.…”

Section: Sustained Duration and Leadershipmentioning

confidence: 99%

A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning

Sturm

Quaynor

2020

RESSAT

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Teachers and other professionals increasingly utilize Twitter as a medium for professional expression and professional learning. These types of Twitter exchanges often take place in formal chats which are moderated by professional organizations or other knowledge brokers in the field. As moderated public online forums become more common, educators may wish to understand the benefits and limitations of this type of professional learning. This paper reports on a study of educators’ discourse in two hosted Twitter chats focused on global education and analyzes the ways in which these types of chats align with research on high-quality professional learning. Results indicate that Twitter chats provide multiple components of high-quality professional learning, namely a focus on content, collaboration, and teacher agency; to a lesser extent, they may provide peer coaching and allow for conversations across a sustained duration. However, other components of meaningful professional learning are not possible in this context, as it is not job-embedded and does not provide active learning or supported opportunities to practice.

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“…Through that, I learnt many innovative methods, ideas and I gained many activities to incorporate into the real classroom. (Participant 8, Lines 136-139) Especially, these views demonstrates teachers' strong concern to take individual responsibility for their PD "as free agent learners" (Mushayikwa & Lubben, 2009, p. 376), and social networks' contribution for accessing materials, resources and support (Alberth, Mursalim, Siam, Suardika, & Ino, 2018) across time and space (Parsons et al, 2019). Prior research also suggests that social media platform is an effective shared learning space where teachers produce new knowledge and negotiate their individual classroom practices (Dabbagh & Kitsantas, 2012;Doak, 2018;Haworth, 2016;Morgan, 2010;Visser, Evering, & Barrett, 2014).…”

Section: Implication Of Computer-mediated Communication Technologies For Teacher Qualitymentioning

confidence: 99%

Professional development and ESL teacher quality: An empirical study

Abeywickrama

2021

SL J. Soc. Sci. Hum.

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A broader awareness of ESL teachers' conceptions for engaging in PD is vital for them to gain productive outcomes from prevail-ing Professional Development (PD) opportunities. The qualitative case study reported here investigated the implications of PD initiatives to heighten ESL teachers' quality in their professional practice. The study used semi-structured interviews to gather data from ten in-service ESL teachers of a government university in Sri Lanka and, Thematic Analysis for recognizing, arranging and interpreting data. The results demonstrated four key implications of PD that empowered teachers to enhance the quality in their practice: (a) refinement of teachers' character and behaviour (b) sustaining teachers' currency of knowledge in terms of qualifications, content and overall knowledge and experience, thereby growing into quality practitioners with certificates and credentials, (c) enriching teachers' quality of delivery via improved skills and expertise, and (d) maintaining teachers' profes-sional standards. These outcomes could be achieved through both independent and sponsored PD activities regulated by dem-ocratic and managerialist principles respectively. The study has valuable implications for PD providers and policy makers, and points to the need of considering them in designing, delivering and framing PD activities in ESL in order to achieve optimum learner outcomes via meaningful PD initiatives.

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Social Media as a Conduit for Teacher Professional Development in the Digital Era: Myths, Promises or Realities?

Cited by 21 publications

References 0 publications

Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning

Professional development and ESL teacher quality: An empirical study

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