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ERIC Number: EJ1166440
Record Type: Journal
Publication Date: 2017-Oct
Pages: 36
Abstractor: As Provided
ISSN: ISSN-1059-7069
Professionality, Preservice Teachers, and Twitter
Gomez, Miguel; Journell, Wayne
Journal of Technology and Teacher Education, v25 n4 p377-412 Oct 2017
In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how various Twitter assignments--following specific accounts, weekly communication with class members, and participation in #sschats--contributed to either "restricted" or "extended" professionality (Hoyle, 1974). We found that the preservice teachers viewed Twitter primarily as a means for restricted professionality (e.g., a place to collect instructional resources); however, participation in the #sschats encouraged a more extended professionality that allowed for engagement in critical discussions about the nature of social studies instruction. These findings offer implications for the growing number of teacher educators who are using Twitter as part of their preservice teacher preparation.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A