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Professionality, Preservice Teachers, and Twitter

, 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


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.


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 26, 2019 from .

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