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Social media and teacher professional learning communities

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dc.contributor.author Goodyear, Victoria A.
dc.contributor.author Parker, Melissa
dc.contributor.author Casey, Ashley
dc.date.accessioned 2021-05-18T13:14:59Z
dc.date.available 2021-05-18T13:14:59Z
dc.date.issued 2019
dc.identifier.citation Goodyear V.;Parker M.;Casey A. (2019) 'Social media and teacher professional learning communities'. Physical Education and Sport Pedagogy, . en_US
dc.identifier.issn 1740-8989
dc.identifier.uri http://hdl.handle.net/10344/10088
dc.description peer-reviewed en_US
dc.description.abstract .Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice. Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – #pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice? Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality. Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of #pechat that developed learning and practice. The first theme engagement shows how different participants of #pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of #pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons. Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Physical Education and Sport Pedagogy;24 (5), pp.421-433
dc.relation.uri https://doi.org/10.1080/17408989.2019.1617263
dc.rights This is an Author's Accepted Manuscript of an article whose final and definitive form, the Version of Record, has been published in Physical Education and Sport Pedagogy 2019 copyright Taylor & Francis, available online at: https://doi.org/10.1080/17408989.2019.1617263 en_US
dc.subject communities of practice en_US
dc.subject constructivism en_US
dc.subject professional learning en_US
dc.subject situated learning en_US
dc.title Social media and teacher professional learning communities en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2021-05-18T13:06:17Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/17408989.2019.1617263
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2905316
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Physical Education and Sport Pedagogy
dc.description.status peer-reviewed


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