Interested in the ways that teachers support one another online in teacher social networks? A recently published paper by myself and Amy Antonio looks at open Facebook groups of teachers to examine the ways in which they support one another.
Some elements of this paper are discussed in another post about the limits and potential of online communities for teachers.
The paper has been published in the journal Teaching and Teacher Education and is titled teacher peer support in social networks (free link).
The crux of the paper is that six roles can be identified that experienced teachers take on to support other teachers online:
- Advocates the practical. Teachers help one another with day-to-day pragmatic aspects of the profession, such as finding resources for a lesson or navigating the bureaucracy.
- Conveners of relations. Teachers instigate relationships with other teachers, and can make introductions to other useful contacts.
- Agents of socialisation. Teaching as a profession has cultural norms. Experienced teachers induct other teachers into these norms, such as in the way that they share stories and the ‘memes’ that they promulgate.
- Modelers of practice. Teachers give a rich description of what they are doing in the classroom, providing a model of teaching practice.
- Supporters of reflection. Collaborative reflection is often considered the most important kind of knowledge for beginning teachers, to make sense of confusing situations and learn from their experiences.
- Providers of feedback. Teachers provide a constructive source of feedback, such as pedagogical and curriculum advice or in reconstructing an event that has occurred.
In a review of existing online communities, it appears that certain conditions are needed for teachers to be willing to engage in the most important of these roles: modelling practice, supporting reflection and providing feedback. Such a connection appears to have preconditions of a trusted environment with stable relationships and a sense of privacy
The logic for reaching these six categories comes from two places. The first is from Clarke et al. who identify eleven roles for co-operating teachers of which only six apply to the online context. Secondly, there is much in the literature on forms of social support onto which these six roles can be mapped:
- Emotional support in the form of esteem, affect, trust, concern and listening
- Appraisal support in the form of affirmation, feedback and social comparison
- Informational support in the form of advice, suggestion, directives and information
- Instrumental support in the form of aid in kind, money, labour and time.
The main contribution of the paper is to define these six roles for online teachers. The paper then uses these roles to analyse teachers interacting in social network groups (on Facebook).
The results show that teachers support each other in open groups of teacher social networks in very pragmatic ways – there is very little in the way of reflection upon practice or modelling of teaching occurring in these groups.
The citation for the paper is:
Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149. doi:http://dx.doi.org/10.1016/j.tate.2016.02.007
1 reply on “Teacher Peer Support in Social Networks”
[…] that, this site is at risk of becoming a litany of posts about papers that have come out, such as this one on teacher support and this one on developing online communities. I’m curious, does anybody have any good […]