Social Media-Based Professional Learning: What Are Teachers Doing in It?

Autor/inn/en	Krismanto, Wawan; Setyosari, Punaji; Kuswandi, Dedi; Praherdhiono, Henry
Titel	Social Media-Based Professional Learning: What Are Teachers Doing in It?
Quelle	In: Qualitative Research in Education, 11 (2022) 1, S.89-116 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Krismanto, Wawan) ORCID (Setyosari, Punaji) ORCID (Kuswandi, Dedi) ORCID (Praherdhiono, Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Social Media; Professional Development; Foreign Countries; Teacher Attitudes; Technology Uses in Education; Preschool Teachers; Elementary School Teachers; Middle School Teachers; High School Teachers; Vocational Education Teachers; Learner Engagement; Indonesia + Suchen Sie Ihr Suchwort? Soziale Medien; Ausland; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Ausbilder; Indonesien
Abstract	The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01