Using Social Media to Build Perceived Mattering of Physical Educators

Abstract

Social media has become an essential tool in social networking and content sharing. Our professional and personal lives have become inundated with social media platforms such as Facebook, Instagram, and Twitter. Educators are using these platforms increasingly as a way to remain current with developments in their respective fields. Social media can also support teachers in gaining knowledge, and receiving feedback and building relationships with educators around the world. Despite the prevalence of use within physical education, little research exists to understand how social media might enhance the work of physical educators. Given that physical educators experience marginality in their working environments, we propose that social media may provide a tool that can assist PE teachers in overcoming marginality and potentially increase their levels of perceived mattering. The purpose of this article is to discuss how physical educators can use social media to navigate marginality and increase perceptions of mattering.

Additional information

Notes on contributors

Denis Schulz

Denis Schulz ([email protected]) is a graduate teaching assistant and PhD candidate in Department of Health, Exercise, and Sports Sciences at University of New Mexico in Albuquerque, NM.

Karen Gaudreault

Karen Gaudreault is an associate professor and the PETE program coordinator in the Department of Health, Exercise, and Sports Sciences at the University of New Mexico in Albuquerque, NM.