Social media and teacher professionalism: getting in on the act

Edited book (chapter)


Pendergast, Donna, Exley, Beryl, Bahr, Nan and Ferreira, Jo-Anne. 2019. "Social media and teacher professionalism: getting in on the act." Gutierrez, Amanda, Fox, Jillian and Alexander, Colette (ed.) Professionalism and teacher education: voices from policy and practice. Singapore. Springer. pp. 47-67
Chapter Title

Social media and teacher professionalism: getting in on the act

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleProfessionalism and teacher education: voices from policy and practice
AuthorsPendergast, Donna (Author), Exley, Beryl (Author), Bahr, Nan (Author) and Ferreira, Jo-Anne (Author)
EditorsGutierrez, Amanda, Fox, Jillian and Alexander, Colette
Page Range47-67
Chapter Number3
Number of Pages21
Year2019
PublisherSpringer
Place of PublicationSingapore
ISBN9789811370014
9789811370021
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-7002-1_3
Abstract

In this chapter, we examine our collective experiences with a relatively new medium of communicating academic research, that of social media postings. We draw on three instances of professional blogging about the topic of teacher professionalism, all undertaken during 2018. The three professional blogs were accessed, read and shared on various social media sites and key ideas were tweeted. Others self-selected as responders. In this way, the blogosphere provided the means for fast, direct multimodal representations and dialogic communication with an extraordinarily wide audience about a topic of national significance. An analysis of the content and responses from a range of participants concluded that Government regulators, teacher education providers, employing departments and teacher unions, for example, no longer held an exclusive position as producers and transmitters of assumptions about teacher professionalism. Indeed, the general public, activist groups, individual teachers, teacher educators, publishing companies and the like provide the voice of the new wave of public discussion about the topic of teacher professionalism. Not all stakeholders are represented. Many teachers and school leaders are rendered voiceless by their employers. We also note that being active within the blogosphere is time-consuming, intellectually and emotionally exhausting, and at times, risky business. The reality is that many members of the teaching profession have to rely on a smaller number of networked professionals to contribute points of view on their behalf. A question remains about how the profession can overcome this forced passivity.

Keywordssocial media; teachers
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
390114. Vocational education and training curriculum and pedagogy
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Byline AffiliationsGriffith University
Southern Cross University
Institution of OriginUniversity of Southern Queensland
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