'That blasted Facebook page': supporting trainee-teachers' professional learning through social media

EDWARDS, Martyn, DARWENT, Dave and IRONS, Charly (2015). 'That blasted Facebook page': supporting trainee-teachers' professional learning through social media. Computers and Society, 45 (3), 420-426.

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Official URL: http://dl.acm.org/citation.cfm?id=2874301
Link to published version:: https://doi.org/10.1145/2874239.2874301


The creation and use of a Facebook group amongst trainee-teachers in post-16 and further education on a PGCE course at a large university in the North of England was studied. The Facebook group was self-initiated and self-managed by the trainee-teachers as a means of socialisation and peer-support amongst themselves. Data was gathered through parallel interviews with a PGCE trainee and a course tutor. Interviews were semi-structured using Tuckman's stages of group development (forming, storming, norming, performing) to explore the functioning of the Facebook group throughout the duration of the PGCE course. The role of teacher-trainers in influencing professional learning within the Facebook group initiated and owned by the trainee-teachers themselves was explored using the didactical triangle as a theoretical framework. It was found that the Facebook group was highly-valued both for supporting socialisation amongst trainee-teachers and as an additional means of mediating the course content of the PGCE. Lessons can be learnt both by trainee-teachers using social media for socialisation and peer-support and by course-tutors in designing teacher-training courses that may better ameliorate the pressures and sense of alienation trainee-teachers experience during initial teacher training.

Item Type: Article
Additional Information: Special Issue on Ethicomp
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
Identification Number: https://doi.org/10.1145/2874239.2874301
Page Range: 420-426
Depositing User: Martyn Edwards
Date Deposited: 03 Feb 2016 14:34
Last Modified: 18 Mar 2021 06:01
URI: https://shura.shu.ac.uk/id/eprint/10753

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