#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training

Warnock, Christopher (2017) #FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training. Journal of the European Teacher Education Network, 12. pp. 84-95. ISSN 2183-2234

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Abstract

#framingfragmentsofthought considers the changing dynamic of teacher education and the relevance of digital pedagogical changes in course instruction. It explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitionersin ITT and whether this instigates pedagogical change.

Item Type: Article
Uncontrolled Keywords: Twitter, tacit, emancipatory, reflective, social
Subjects: X100 Training Teachers
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Ay Okpokam
Date Deposited: 04 Jul 2017 09:17
Last Modified: 24 Oct 2017 11:55
URI: http://nrl.northumbria.ac.uk/id/eprint/31249

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