A Chaperone: Using Twitter for Professional Guidance, Social Support and Personal Empowerment of Novice Teachers in Online Workshops

Autor/inn/en	Pieterse, Efrat; Peled, Yehuda
Titel	A Chaperone: Using Twitter for Professional Guidance, Social Support and Personal Empowerment of Novice Teachers in Online Workshops
Quelle	In: Interdisciplinary Journal of E-Learning and Learning Objects, 10 (2014), S.177-194 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2033
Schlagwörter	Social Networks; Telecommunications; Technology Uses in Education; Interaction; Interpersonal Communication; Beginning Teachers; Beginning Teacher Induction; Workshops; Online Courses; Computer Mediated Communication; Socialization; Faculty Development; Content Analysis; Feedback (Response); Questionnaires; Communities of Practice; Foreign Countries; Mentors; Statistical Analysis; Qualitative Research; Coping; Israel + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Interpersonale Kommunikation; Junior teacher; Junglehrer; Lernwerkstatt; Schulung; Online course; Online-Kurs; Computerkonferenz; Socialisation; Sozialisation; Inhaltsanalyse; Fragebogen; Community; Ausland; Statistische Analyse; Qualitative Forschung; Bewältigung
Abstract	This research examines the feasibility and benefits of using Twitter as a support tool to enhance social interaction among teachers in their first year of service, as they participate in an online induction workshop, and as a tool to aid the workshop's moderator in monitoring the group and enhancing and supporting the early-service teachers' development. The 6914 tweets that were posted during the induction workshop enabled the workshop's moderator to constantly monitor the participants' progress -- both their lows and their highs. These tweets reveal a process of socialisation that was taking place among the participants, which led to an increased availability of personal and professional support, and thus enhanced the new teachers' professional growth. Content analysis was conducted on the 6914 tweets that were posted during the eight months of the induction workshop. Participants answered a feedback questionnaire in the middle, and at the end of the induction workshop. Findings revealed the existence of a process of creating a "community of practice"--a process that creates professional and social support, through its members sharing their feelings and experiences directly from the field. This confirms the claim that tweets on Twitter can be a worthy substitute for face-to-face meetings. However, the questionnaire painted a different picture, in that participants' evaluations of the Tweets were neutral, which raises questions for further research. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01