Twitter as a Professional Learning Network in Teacher Preparation

Abstract

To explore and examine the role of social media as a tool for professional learning within teacher preparation, this qualitative case study examined 73 preservice teachers' observations of literacy teaching on Twitter. Findings indicate that visual posts enhanced teaching strategies and lesson ideas, posts influenced beliefs about teaching and connections to practice, and observations increased enthusiasm toward becoming a teacher. Attention was given to students learning in-action. Reflections emphasize what to teach using a specific strategy or idea. Findings imply that expanding professional learning networks to digital spaces can cultivate teacher knowledge, foster creative teaching practices, and enhance self-critique.