The impact of Facebook in teaching practicum: Teacher trainees perspectives

Abstract

Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web 2.0 tools support a teaching practicum course at a large public university and to discuss Facebook in relation to feedback and informal learning. The use of Facebook in a university setting aims to encourage interactions among stakeholders, thus enhancing instant and appropriate feedback mechanisms and informal learning. Data were obtained by monitoring posts within a closed Facebook group and from a teacher trainee survey whereby teacher trainees indicated the ways in which they adapted to this technology. Findings indicate that teacher trainees have benefited from Facebook in receiving prompt feedback; communicating with their peers, supervisors and cooperative teachers; sharing knowledge; collaborating with their peers; and improving their professional performance. The observed benefits of Facebook use by teacher trainees should therefore be an important consideration for teacher education programs in the 21 st century.

Exploring the use of technology designed to support the supervision process in teacher training placements

“…The findings also indicate that the software was used actively as a shared resource to advance the joint enterprise, particularly in enabling the possibility to constantly share and (re-)use plans, provide feedback and support collaborative reflection. Earlier studies have documented that social media technology can support collaborative reflection and substantiate qualities associated with community of practice in practicum (Caner, 2010;Goktalay, 2015;Rutherford, 2010) -this study has confirmed these findings, and it has particularly shown that one particularly important potential the software could have for future practicum placements, is how it can strengthen the student teachers reflection through the process by a constant alternation between traditional (analogue) and digital collaborative activities (cf. Figure 3).…”

“…In spite of the significant attention to and considerable testing of social media technology in many teacher education programmes in recent years, the empirical research documentation in the practicum context has been limited (Goktalay, 2015). All the same, it is indicated that social media can contribute to immediate feedback (Goktalay, 2015), more reflective practice (Hramiak et al, 2009), more committed, active and collaborative student teachers (Caner, 2010), and a stronger community of practice among peers, mentor teachers and university supervisors (Goktalay, 2015;Rutherford, 2010).…”

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

“…Finally, Alghazo and Nash (2017) used the texting social media app WhatsApp and monitored class attendance and missed assignments (social media engagement outcomes were not reported). In addition, Goktalay (2015), and Moghavvemi and Salarzadeh Janatabadi (2018) used standardized tests as an indirect assessment of social media engagement.…”

Motivational Aspects of Teacher Collaboration

“…As such, there is empirical evidence that team-based learning for in-service teachers reinforces teachers' motivation to collaborate with other teachers and to offer students more stimulating learning opportunities. English and Duncan-Howell (2008) argue that social media tools such as Facebook© help to create supportive learning environments for pre-service teachers. Using data produced via a Facebook© group page in Australia, they analyze preservice teachers' experiences and behaviors during their teaching practicum and suggest that teachers should use such tools more frequently (English and Duncan-Howell, 2008).…”

“…English and Duncan-Howell (2008) argue that social media tools such as Facebook© help to create supportive learning environments for pre-service teachers. Using data produced via a Facebook© group page in Australia, they analyze preservice teachers' experiences and behaviors during their teaching practicum and suggest that teachers should use such tools more frequently (English and Duncan-Howell, 2008). Hew and Hara (2007) found four motivators for sharing information in teacher online communities: 1. collectivism (i.e., improving the welfare of community members), 2. reciprocity (i.e., receiving help from others and giving back), 3. personal gain (i.e., sharing to gain new knowledge), and 4. altruism (i.e., empathy for other teachers).…”