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#teacheridentity: Using Twitter to Capture Reflective Modes of Pre-Service Teachers
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, Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

Though studies using Twitter for various learning outcomes in higher education and, specifically, teacher education exist, there is a gap in research examining how Twitter specifically can be used as a tool to analyze the shaping of teacher identities. Twitter, the microblogging site used in this study, provides immediacy and authenticity through its structure and accessibility (Pieterse & Peled, 2014). Since teacher education programs “need to thoughtfully and consciously support developing teachers in this transformative work” (Luehmann, 2007, p. 828), this study considers teacher identity development through the communal use of Twitter using a common hashtag and examine how microblogging helps pre-service teachers develop a teacher identity. I found that participants at times shifted and other times cycled among through three reflective modes of reflection. The reflective modes are (primary modes:) emotional, descriptive, (secondary modes:) evaluative, and disruptive. Each mode is organized according to its relative closeness to discrete events experienced in the field placement described in the tweet. Twitter provided the opportunity to capture both primary and secondary modes of reflection of the PSTs, where previous research has focused on methods of reflection relying on secondary modes of reflection.

Citation

Prince, S. (2019). #teacheridentity: Using Twitter to Capture Reflective Modes of Pre-Service Teachers. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2740-2771). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2022 from .

© 2019 Association for the Advancement of Computing in Education (AACE)

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