"It Was Interesting to See So Many Different Perspectives": Professionality, Preservice Teachers, and Twitter

• In Event: 68.056 - Media in the Social Studies

Abstract

In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how the various Twitter assignments—following influential people on Twitter, back-channel 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 vehicle 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 social studies teacher educators who are using Twitter as part of their preservice teacher preparation.

Authors

• Miguel Gomez, Murray State University

• Wayne Journell, University of North Carolina - Greensboro