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AutorenMercieca, Bernadette; Kelly, Nick
TitelEarly Career Teacher Peer Support through Private Groups in Social Media
QuelleIn: Asia-Pacific Journal of Teacher Education, 46 (2018) 1, S.61-77 (17 Seiten)
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ZusatzinformationORCID (Kelly, Nick)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1359-866X
DOI10.1080/1359866X.2017.1312282
SchlagwörterForeign Countries; Beginning Teachers; Social Media; Teacher Collaboration; Collegiality; Social Support Groups; Qualitative Research; Semi Structured Interviews; Coping; Adjustment (to Environment); Secondary School Teachers; Australia
AbstractThis paper describes the support that Australian early career teachers are accessing through private groups within social media. It presents findings from 22 interviews with teachers who indicated that Facebook was a source of support. Participants describe using private online groups for: (a) support during casual employment; (b) accessing collegial support from pre-existing connections, in particular those formed during initial teacher education; and (c) support to deal with challenging situations such as a hostile work environment. The paper suggests that further research needs to be conducted into how private media groups might support the needs of early career teachers. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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