You are here:

Professionality, Preservice Teachers, and Twitter
article

, Murray State University, United States ; , University of North Carolina at Greensboro, United States

Journal of Technology and Teacher Education Volume 25, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how various Twitter assignments—following specific accounts, weekly communication with class members, and participation in #sschats—contributed to either “restricted” or “extended” professionality (Hoyle, 1974). We found that the preservice teachers viewed Twitter primarily as a means for restricted professionality (e.g., a place to collect instructional resources); however, participation in the #sschats encouraged a more extended professionality that allowed for engagement in critical discussions about the nature of social studies instruction. These findings offer implications for the growing number of teacher educators who are using Twitter as part of their preservice teacher preparation.

Citation

Gomez, M. & Journell, W. (2017). Professionality, Preservice Teachers, and Twitter. Journal of Technology and Teacher Education, 25(4), 377-412. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 28, 2024 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.