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You searched for +publisher:"University of Texas – Austin" +contributor:("Hobbs, Mary"). One record found.

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University of Texas – Austin

1. -8853-3850. Online teacher learning communities : how can Facebook support professional development?.

Degree: PhD, Science, Technology, Engineering & Mathematics Education, 2018, University of Texas – Austin

Developing and supporting teacher identity has been largely overlooked in the professional development arena. Components of identity are typically associated with the more affective development of teaching capacities. This dissertation explored teacher identity as expressed on the Facebook page of a non-profit professional development organization, Ecorise. Teachers participated in face-to-face training with Ecorise and some were active participants of the private Facebook group. The Facebook page was used by the organization and teachers to share information and offer support. A framework of teacher identity was created from the literature. Four main categories included contextual identity, formative influences, professional identity and personal identity. Discourse analysis of the Facebook page interactions and analysis of survey responses highlighted use and impact of the Facebook page on and by teachers in the context of teacher identity. Findings in contextual identity focused in two main categories, discourse identity and affinity identity. The latter included indications of how the individuals aligned with the group identity. Liking and commenting on the Facebook page were gateways to moving to a more central rather than peripheral participation in the group. Facilitation of the group was not overt but occurred through group interaction, particularly validation. The nature of engagement differed between teachers new to the organization and those who were considered veterans. Some teachers reported preferring Canvas, an online course management tool focused on content delivery, as an online support, although many teachers were not aware of the Facebook page. Teachers using the Facebook page sought information on how to implement projects and topics. Facebook promotes reflection, an important formative influence. Through sharing stories teachers reflected on practice. These stories prompted validation providing encouragement to teachers. In exchanging “how-to’s” and telling stories teachers expressed and developed their pedagogical knowledge, the general focus being on instructional rather than content knowledge. Creativity was evident in the descriptions and photographs of student outcomes. Through all, the components of personal identity are intertwined illustrating the close connection between professional and personal identity and the concept of teaching as a calling. This emphasizes the importance of considering the affective domain in teacher training and investigating the use of tools, such as Facebook, that promote and support those qualities that build teacher identity. Advisors/Committee Members: Marshall, Jill Ann (advisor), Borrego, Maura (committee member), Hobbs, Mary (committee member), Sampson, Victor (committee member), Keating, Xiaofen (committee member).

Subjects/Keywords: Professional development; Teacher identity; Professional identity; Online learning; Professional learning community; Professional development tools

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APA (6th Edition):

-8853-3850. (2018). Online teacher learning communities : how can Facebook support professional development?. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67651

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Chicago Manual of Style (16th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://hdl.handle.net/2152/67651.

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Author name may be incomplete

MLA Handbook (7th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Web. 21 Oct 2019.

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Author name may be incomplete

Vancouver:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2152/67651.

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Author name may be incomplete

Council of Science Editors:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67651

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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