A review and synthesis of the use of social media in initial teacher education

ABSTRACT

Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education (ITE). It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of ITE, including primary, secondary, English language teaching and lifelong learning. The authors seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in ITE. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum.

KEYWORDS:

• Social media
• initial teacher education
• technology
• synthesis
• literature review

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Association for Information Technology in Teacher Education.

Notes on contributors

Alison Iredale

Alison Iredale is a Course Director with responsibility for the postgraduate distance learning provision in the Carnegie School of Education. Her research is focused on teacher development and professional learning communities.

Katharine Stapleford

Katharine Stapleford is an online learning tutor working with distance learners in the field of education. She is currently working towards a PhD in which she is investigating the lived experiences of postgraduate online distance learners.

Diana Tremayne

Diana Tremayne is a lecturer at the Carnegie School of Education at Leeds Beckett University. She is also undertaking doctoral research into online teacher learning communities.

Lyn Farrell

Lyn Farrell is a novelist with research interests in social media, academic skills, creative writing, creative writing in education, digital literacy and academic writing.

Christine Holbrey

Christine Holbrey is a senior lecturer in the Carnegie School of Education at Leeds Beckett University and is currently working to support research-informed and collegiate approaches to assessment feedback and feedforward.

Jakki Sheridan-Ross

Jakki Sheridan-Ross is an academic Instructional Designer attached to the Carnegie School of Education. She is responsible for the technical development and delivery of a portfolio of distance learning courses leading to an accredited university award (degree) in higher education.