Education Focused Pracademics on Twitter: Building Democratic Fora

Autor/inn/en	Kolber, Steven; Heggart, Keith
Titel	Education Focused Pracademics on Twitter: Building Democratic Fora
Quelle	In: Journal of Professional Capital and Community, 7 (2022) 1, S.26-44 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kolber, Steven) ORCID (Heggart, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-11-2020-0090
Schlagwörter	Educational Practices; Social Media; Teacher Researchers; Foreign Countries; Faculty Development; Teacher Collaboration; Teacher Leadership; Technology Uses in Education; Affordances; Autobiographies; Ethnography; Australia + Suchen Sie Ihr Suchwort? Bildungspraxis; Soziale Medien; Lehrerforschung; Ausland; Lehrerkooperation; Lehrerfunktionsstelle; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autobiography; Autobiografie; Autobiographie; Ethnografie; Australien
Abstract	Purpose: This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach: This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021. Findings: The paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration. Research limitations/implications: This paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the well-established academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group specifically. The authors propose that the use of Twitter fora, as those outlined, provides a legitimate form of professional development, and does contribute to the development of pracademics. Originality/value: This piece itself is an output of pracademia; through the writing of this paper, the authors show that pracademia is possible through teacher and researcher collaboration. The focus on online spaces, pracademic teachers and a coverage of what's occurring provide a new agenda for further research and consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01