"Facebook" Group Dynamics: An Ethnographic Study of the Teaching and Learning Potential for Secondary School Teachers

Autor/inn/en	Muls, Jaël; Triquet, Karen; Vlieghe, Joachim; De Backer, Free; Zhu, Chang; Lombaerts, Koen
Titel	"Facebook" Group Dynamics: An Ethnographic Study of the Teaching and Learning Potential for Secondary School Teachers
Quelle	In: Learning, Media and Technology, 44 (2019) 2, S.162-179 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Triquet, Karen) ORCID (Zhu, Chang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2019.1583670
Schlagwörter	Social Media; Secondary School Teachers; Teaching Methods; Faculty Development; Learning Processes; Foreign Countries; Informal Education; Teacher Characteristics; Teacher Motivation; Teacher Participation; Computer Mediated Communication; Belgium + Suchen Sie Ihr Suchwort? Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Informelle Bildung; Nichtformale Bildung; Computerkonferenz; Belgien
Abstract	This study examines the role of social networking sites on the learning processes, teaching practices and professional development of secondary school teachers. By conducting observations and in-depth interviews with active participants, we present an ethnographic study of the "Facebook" group "Teaching ideas secondary education" [author's translation], which is hosted and primarily employed by Flemish teachers. By drawing parallels between the study findings and the theory of "affinity spaces" we aim to gain greater insight into emerging group dynamics and social informal learning processes. According to respondents, the "Facebook" group has the potential to address teachers' needs with respect to the exchange of teaching ideas, experiences and materials. The findings point to a number of emerging developments in the educational landscape, highlighting that social media environments present a new source of inspiration, and combined with a collaborative atmosphere are able to stimulate cross-fertilization, social informal learning processes and self-management and -reflection. We hold these findings up to the light of current education discourses. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01