Professionality, Preservice Teachers, and Twitter
article
Miguel Gomez, Murray State University, United States ; Wayne Journell, 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 https://www.learntechlib.org/primary/p/176260/.
© 2017 Society for Information Technology & Teacher Education
References
View References & Citations Map- Carpenter, J. (2015). Preservice teachers’ microblogging: Professional development via Twitter. Contemporary Issues in Technology and Teacher Education, 15, 209-234.
- Carpenter, J., Abrams, A., & Dunphy, M. (2016). Educators’ professional uses of Pinterest. In G. Chamblee& L. Langub (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2016 (pp. 1925-1930). Chesapeake, VA: Association for the Advancement
- Carpenter, J.P., & Krutka, D.G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41, 707-728.
- Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
- Conklin, H.G. (2009). Purposes, practices, and sites: A comparative case of two pathways into middle school teaching. American Educational Research Journal, 46, 463-500.
- Conklin, H.G. (2011). Teaching intellectually challenging social studies in the middle school: Problems and possibilities. Social Education, 75, 220-225.
- Dressman, M., Journell, W., Babcock, A., Weatherup, N., & Makhoukh, A. (2013). Toward technology-mediated transcultural education: Learning from a discussion of politics and culture between American and Moroccan students. International Journal of Social Education, 24(2), 169-192.
- Easton, L.B. (2008). From professional development to professional learning. Phi Delta Kappan, 89, 755-759.
- Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247-273.
- Evans, L. (1997). A voice crying in the wilderness? The problems and constraints facing ‘extended’ professionals in the English primary education sector. Teachers and Teaching: Theory and Practice, 3, 61-83.
- Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56, 20-38.
- Fairbanks, C.M., Duffy, G.G., Faircloth, B.S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, 161-171.
- Feiman-Nemser, S. (1983). Learning to teach. In L.S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York, NY:
- Grote-Garcia, S., & Vasinda, S. (2014). Pinning and practice: Using Pinterest as a tool for developing pedagogical content knowledge. Texas Journal of Literacy Education, 2(1), 36-45.
- Hart, J.E., & Steinbrecher, T. (2011). OMG! Exploring and learning from teachers’ personal and professional uses of Facebook. Action in Teacher Education, 33, 320-328.
- Hess, D.E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York, NY: Routledge.
- Horman, E.C. (2014). The shifting spaces of teacher relationships: Complimentary methods in examinations of teachers’ digital practices. Journal of Technology and Teacher Education, 22, 311-331.
- Horn, K. (2016). Profession, professionalism, professionality, professionalism— historical and systematic remarks using the example of German teacher education. British Journal of Religious Studies, 38, 130-140.
- Hoyle, E. (1974). Professionality, professionalism and control in teaching. London Educational Review, 3(2), 13-19.
- Hoyle, E. (1982). The professionalization of teachers: A paradox. British Journal of Educational Studies, 30, 161-171.
- Huang, C. (2011, June 6). Facebook and Twitter key to Arab Spring uprisings: Report. The National. Retrieved from http://www.thenational.ae/news/uaenews/facebook-and-twitter-key-to-arab-spring-uprisings-report
- Hughes, J.E., Ko, Y., Lim, M., & Liu, S. (2015). Preservice teachers’ social networking use, concerns, and educational possibilities: Trends from 2008 to 2012. Journal of Technology and Teacher Education, 23, 185-212.
- Jackson, C., Mohr-Schroeder, M., & Little, D.L. (2014). Using informal learning environments to prepare preservice teachers. Teacher Education and Practice, 27, 445-463.
- Journell, W. (2009). An incomplete history: Representation of American Indians in state social studies standards. Journal of American Indian Education, 48(2), 18-32.
- Journell, W. (2017). Politically conservative preservice teachers and the spiral of silence: Implications for teacher education. Teacher Education Quarterly, 44(2), 105-129.
- Krutka, D.G. (2014). Social media as a catalyst for convergence culture: Immersing pre-service social studies teachers in the social media terrain. In W.B. Russell (Ed.), Digital social studies (pp. 271-302). Charlotte, NC: Information
- Krutka, D.G., & Carano, K.T. (2016). “As long as I see you on Facebook I know you are safe”: Social media experiences as humanizing pedagogy. In A.R. Crowe& A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 207-222). Cham, Switzerland: Springer.
- Krutka, D.G., & Carpenter, J.P. (2016). Participatory learning through social media: How and why social studies educators use Twitter. Contemporary Issues in Technology and Teacher Education, 16, 38-59.
- Krutka, D.G., Nowell S., & Whitlock, A.M. (2017). Towards a social media pedagogy: Successes and shortcomings in educative uses of Twitter with teacher candidates. Journal of Technology and Teacher Education, 25(2), 5-30.
- Kyndt, E., Gijbels, D., Grosemans, I., Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86, 11111150.
- Lord, G., & Lomicka, L. (2014). Twitter as a tool to promote community among language teachers. Journal of Technology and Teacher Education, 22, 187212.
- Martinez, D.M., Desiderio, M.F., & Papakonstantinou, A. (2010). Teaching: A job or a profession? The perceptions of educators. The Educational Forum, 74, 289-296.
- Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
- Mills, M. (2014). Effect of faculty member’s use of Twitter as informal professional development during a preservice teacher internship. Contemporary Issues in Technology and Teacher Education, 14, 451-467.
- Noble, A., McQuillan, P., & Littenberg-Tobias, J. (2016). “A lifelong classroom”: Social studies educators’ engagement with professional learning networks on Twitter. Journal of Technology and Teacher Education, 24, 187-213.
- Perrin, A. (2015, October 8). Social media usage: 2005-2015. Pew Research Center. Retrieved from http://www.pewinternet.org/2015/10/08/social-networking-usage-2005-2015/
- Preston, C. (2017). University-based teacher preparation and middle grades teacher effectiveness. Journal of Teacher Education, 68, 102-116
- Richards, R. (2016, April 21). How many people use social media? Sysomos. Retrieved from https://blog.sysomos.com/2016/04/21/how-many-people-usesocial-media/
- Richter, D., Kunter, M., Klusmann, U., Ludtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27, 116-126.
- Risser, H.S. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching& Teacher Education, 35, 25-33.
- Segall, A. (2002). Disturbing practice: Reading teacher education as a text. New York, NY: Peter Lang.
- Segall, A. (2004). Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20, 489504.
- Shear, S.B., Knowles, R.T., Soden, G.J., & Castro, A.J. (2015). Manifesting destiny: Re/presentations of indigenous peoples in K-12 U.S. History standards. Theory& Research in Social Education, 43, 68-101.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Shulman, L.S. (1987). Knowledge and teaching: Foundations of a new reform. Harvard Educational Review, 57, 1-21.
- Solbrekke, T.D., & Englund, T. (2011). Bringing professional responsibility back in. Studies in Higher Education, 36, 847-861.
- Spencer, J., & Maynard, S. (2014). Teacher education in informal settings: A key element of teacher training. Journal of Museum Education, 39, 54-66.
- Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
- Steinbrecher, T., & Hart, J. (2012). Examining teachers’ personal and professional use of Facebook: Recommendations for teacher education programming. Journal of Technology and Teacher Education, 20, 71-88.
- Stooksberry, L.M., Schussler, D.L., & Bercaw, L.A. (2009). Conceptualizing dispositions: Intellectual, cultural, and moral domains of teaching. Teachers and Teaching: Theory and Practice, 15, 719-736.
- Warnick, B.R., & Silverman, S.K. (2011). A framework for professional ethics courses in teacher education. Journal of Teacher Education, 62, 273-285.
- Wright, N. (2010). Twittering in teacher education: Reflecting on practicum experiences. Open Learning, 25, 259-265.
- Yogev, E., & Micheali, N. (2011). Teachers as society-involved “organic intellectuals”: Training teachers in a political context. Journal of Teacher Education, 62, 312-324.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Teacher identity and crossing the professional-personal divide on twitter
Jeffrey P. Carpenter, Elon University, United States; Royce Kimmons, Cecil R. Short, Kyle Clements & McKenzie Emmett Staples, Brigham Young University, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 81, No. 1 (May 2019) pp. 1–12
-
Twitter + Voxer: Educators’ Complementary Uses of Multiple Social Media
Jeffrey Carpenter, Elon University, United States; Tim Green, California State University Fullerton, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2236–2244
-
Exploring the Education Twitter Hashtag Landscape
Jeffrey Carpenter, Elon University, United States; Tania Tani, Participate, United States; Scott Morrison, Elon University, United States; Julie Keane, Participate, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2230–2235
-
Expanding Professional Learning Networks through an Institutional Twitter Hashtag
Jeffrey Carpenter & Scott Morrison, Elon University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2216–2221
-
Editorial: What we learned about Technology and Teacher Education in 2017
Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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.