The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

Abstract

Exploring the effectiveness of facebook in the process of preparing portfolio, it will be significant to profit by teacher candidates' experiences on facebook and traditional environments. Therefore in this phenomenon study to fathom of the portfolio experiences on both environments is intended. In this regard the opinions of the volunteers who have continued portfolio studies every week, were taken from utilizing four semi-structured open-ended questions. In consequence they are in the pedagogical formation program, ten female and five male in both environments, in total thirty participants. Data were collected in writing in fifty minutes, analyzed via Nvivo 10, presented with mind maps. Participants think that facebook environment is compared to other social networks easy to reach, actual, the best known environment, gives opportunity to add various types of files, facilitates sharing independent of time and place and creating an archive, although they stated that the participants who use the environment for the first time in an instruction process, don't take responsibility and despite warnings. For traditional environment, they believe that develop a high level of consciousness of communication, sharing, task and responsibility. However they express the lack of opportunities to see sharings instantly and to make peer review between groups.

Studying teachers in social network sites: a review of methods

“…Findings then reported an analysis of the coding that was typically supplemented by quotes from teachers (e.g., Whitehouse, 2011;Kimmons & Veletsianos, 2014;Chuang, 2016;Tuapawa, 2017). Some studies chose not to formally describe the methods used to conduct interviews (e.g., Nobles et al, 2012) or to report any quantitative data about qualitative analysis, publishing just quotes from teachers (e.g., Karsak, 2016). Interview-focused studies explored two main issues: (1) teachers' usage and perception of SNSs on the level of personal experiences (e.g., Akyuz et al, 2012;Davis, 2015); and (2) the development of teachers' online identity and engagement in these groups (e.g., Kimmons & Veletsianos, 2014;Schiff et al, 2015;Benko et al, 2016;Robson, 2016).…”