Twitter as a Professional Learning Network in Teacher Preparation

Twitter as a Professional Learning Network in Teacher Preparation

Lauren Eutsler, Leslie Hancock, Traci H. Pettet
Copyright: © 2022 |Pages: 16
DOI: 10.4018/IJDLDC.309101
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Abstract

To explore and examine the role of social media as a tool for professional learning within teacher preparation, this qualitative case study examined 73 preservice teachers' observations of literacy teaching on Twitter. Findings indicate that visual posts enhanced teaching strategies and lesson ideas, posts influenced beliefs about teaching and connections to practice, and observations increased enthusiasm toward becoming a teacher. Attention was given to students learning in-action. Reflections emphasize what to teach using a specific strategy or idea. Findings imply that expanding professional learning networks to digital spaces can cultivate teacher knowledge, foster creative teaching practices, and enhance self-critique.
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Literature Review

In the following review of literature, we address the challenges facing literacy teacher preparation to show how this study builds on calls to disrupt earlier efforts to improve literacy teacher preparation. First, a review of research focuses on the challenges facing literacy teacher preparation. Next, the review of research centers on opportunities to integrate digital literacies into literacy teacher preparation. The theoretical lens guiding the study is the PLN enrichment framework (Krutka et al., 2016).

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