Chapter 4: Twitter as a Professional Development Platform Among U.S. Physical Education Teachers

in Journal of Teaching in Physical Education
K. Andrew R. Richards*,1, Chad M. Killian*,2, Christopher J. Kinder*,1, Kaizeen Badshah*,1, and Casey Cushing*,1
View More View Less
  • 1 University of Illinois at Urbana-Champaign
  • | 2 Georgia State University
DOI:
https://doi.org/10.1123/jtpe.2020-0001
Keywords:
isolation; marginalization; role socialization theory; social media; workplace experiences
First Published Online:
23 Jun 2020
In Print:
Volume 39: Issue 4
Page Range:
454–463
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $66.00

1 year online subscription

USD  $88.00

Student 2 year online subscription

USD  $125.00

2 year online subscription

USD  $167.00
Subscribe to this Journal

  • Purchase article

    USD  $24.95

  • Student 1 year online subscription

    USD  $66.00

  • 1 year online subscription

    USD  $88.00

  • Student 2 year online subscription

    USD  $125.00

  • 2 year online subscription

    USD  $167.00

Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29; 91.00%) and taught in elementary schools (n = 26; 81.25%). The data were coded inductively and deductively, using role socialization theory as the guiding framework. Results: Four themes were generated: (a) socialization into Twitter takes time and is often encouraged by existing members; (b) socialization through Twitter focuses on improving practices via the sharing of resources; (c) everyone has a voice on Twitter, but the content requires critical appraisal; and (d) teachers create a community on Twitter that addresses marginalization and isolation. Discussion/Conclusion: The participants used Twitter to develop a sense of professional community and reduce perceptions of isolation. Twitter has the potential to support the improvement of practice through grassroots continuing professional development.

Richards, Kinder, Badshah, and Cushing are with the Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL, USA. Killian is with the Department of Kinesiology and Health, Georgia State University, Atlanta, GA, USA.

Richards (karichar@illinois.edu) is corresponding author.

Journal of Teaching in Physical Education

Cover Journal of Teaching in Physical Education

  • Armour, K., & Yelling, M. (2004). Professional development and professional learning: Bridging the gap for experienced physical education teachers. European Physical Education Review, 10(1), 71–94.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bergviken Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Educational Research Journal, 44(2), 230–250. doi:10.1002/berj.3325

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Biddle, B.J. (1986). Recent developments in role theory. Annual Review of Sociology, 12(1), 67–92. doi:10.1146/annurev.so.12.080186.000435

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Blankenship, B.T., & Coleman, M.M. (2009). An examination of “wash out” and workplace conditions of beginning physical education teachers. Physical Educator, 66(2), 97–111.

    • Search Google Scholar
    • Export Citation

  • Bruns, A., & Stieglitz, S. (2013). Towards more systematic Twitter analysis: Metrics for tweeting activities. International Journal for Social Research Methodology, 16(2), 91–108. doi:10.1080/13645579.2012.756095

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Carpenter, J.P., & Harvey, S. (2019). “There’s no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86, Article 102904. doi:10.1016/j.tate.2019.102904

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Carpenter, J.P., & Krutka, D.G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414–434. doi:10.1080/15391523.2014.925701

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Carpenter, J.P., & Krutka, D.G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707–728. doi:10.1080/19415257.2014.939294

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Erwin, H. (2016). The use of social media by physical educators: How do we ensure quality control? Journal of Physical Education, Recreation & Dance, 87(2), 3–4. doi:10.1080/07303084.2016.1119545

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Forte, A., Humphreys, M., & Park, T. (2012). Grassroots professional development: How teachers use Twitter. Proceedings of the AAAAI International Conference on Weblogs and Social Media, 1–8. Association for the Advancement of Artificial Intelligence, Dublin, Ireland.

    • Search Google Scholar
    • Export Citation

  • Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.

  • Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465–1474.

  • Goodman, L.A. (1961). Snowball sampling. Annals of Mathematical Statistics, 32(1), 148–170. doi:10.1214/aoms/1177705148

  • Goodyear, V.A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927–943. doi:10.1080/13573322.2013.858624

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goodyear, V.A., Parker, M., & Casey, A. (2019). Social media and teacher professional learning communities. Physical Education & Sport Pedagogy, 24(5), 421–433. doi:10.1080/17408989.2019.1617263

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Grotjahn, R. (1991). The research programme subjective theories: A new approach in second language research. Studies in Second Language Acquisition, 13(2), 187–214. doi:10.1017/S0272263100009943

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. doi:10.1080/135406002100000512

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Harvey, S., & Hyndman, B. (2018). An investigation into the reasons physical education professionals use Twitter. Journal of Teaching in Physical Education, 37(4), 383–396. doi:10.1123/jtpe.2017-0188

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Irvine, A., Drew, P., & Sainsbury, R. (2012). “Am I not answering your questions properly?”: Clarification, adequacy and responsiveness in semi-structured telephone and face-to-face interviews. Qualitative Research, 13(1), 87–106. doi:10.1177/1468794112439086

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kamberelis, G., & Dimitriadis, G. (2005). Qualitative inquiry: Approaches to language and literacy research. New York, NY: Teachers College Press.

    • Search Google Scholar
    • Export Citation

  • Lacey, C. (1977). The socialization of teachers. London, UK: Methuen.

  • Laureano, J., Konukman, F., Gümüşdağ, H., Erdoğan, S., Yu, J., & Çekin, R. (2014). Effects of marginalization on school physical education programs: A literature review. Physical Culture and Sport: Studies and Research, 64(1), 29–40. doi:10.2478/pcssr-2014-0029

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Lawson, H.A. (1986). Occupational socialization and the design of teacher education programs. Journal of Teaching in Physical Education, 5(2), 107–116. doi:10.1123/jtpe.5.2.107

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Lawson, H.A. (Ed.). (2018). Redesigning physical education: An equity agenda in which every child matters. New York, NY: Routledge.

  • Lincoln, Y.S., & Guba, E. (1985). Naturalistic inquiry. New York, NY: Sage.

  • Merton, R.K. (1957). Social theory and social structure. Glencoe, IL: The Free Press.

  • Oliver, K.L., & Kirk, D. (2016). Towards an activtist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21(3), 313–327. doi:10.1080/17408989.2014.895803

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Patton, M.Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.

  • Pennington, T., Prusak, K.A., & Wilkinson, C. (2014). Succeeding together or failing alone: Going from good to great in physical education. Journal of Teaching in Physical Education, 33(1), 28–52. doi:10.1123/jtpe.2013-0065

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Perrin, A. (2015). Social Networking Usage: 2005–2015. Retrieved from Pew Research Center website https://www.pewresearch.org/internet/2015/10/08/social-networking-usage-2005-2015/

    • Search Google Scholar
    • Export Citation

  • Pew Research Center. (2020). Social media fact sheet. Retrieved from https://www.pewresearch.org/internet/fact-sheet/social-media/

  • Pill, S., Harvey, S., & Hyndman, B. (2017). Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: An exploratory #Twitter analysis. Asia-Pacific Journal of Health, Sport and Physical Education, 8(2), 161–178. doi:10.1080/18377122.2017.1315953

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. doi:10.1016/j.compedu.2018.11.003

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R. (2015). Role socialization theory: The sociopolitical realities of teaching physical education. European Physical Education Review, 21(3), 379–393. doi:10.1177/1356336X15574367

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R., Gaudreault, K.L., Starck, J.R., & Woods, A.M. (2018). Physical education teachers’ perceptions of perceived mattering and marginalization. Physical Education and Sport Pedagogy, 23(4), 445–459. doi:10.1080/17408989.2018.1455820

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R., & Hemphill, M.A. (2017). Using role theory to understand the experiences of physical education teachers: Toward role socialization theory. In K.A.R. Richards & K.L. Gaudreault (Eds.), Teacher socialization in physical education: New perspectives (pp. 147–161). New York, NY: Taylor & Francis.

    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R., & Hemphill, M.A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225–231. doi:10.1123/jtpe.2017-0084

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R., Templin, T.J., & Graber, K.C. (2014). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review, 3(2), 113–134. doi:10.1123/kr.2013-0006

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Schempp, P.G., & Graber, K.C. (1992). Teacher socialization from a dialectical perspective: Pretraining through induction. Journal of Teaching in Physical Education, 11(4), 329–348. doi:10.1123/jtpe.11.4.329

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Stieglitz, S., Mirbabaie, M., Ross, B., & Neuberger, C. (2018). Social media analytics—Challenges in topic diversity, data collection, and data preparation. International Journal of Information Management, 39, 156–168. doi:10.1016/j.ijinfomgt.2017.12.002

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Templin, T.J., & Schempp, P.G. (Eds.). (1989). Socialization into physical education: Learning to teach. Indianapolis, IN: Benchmark Press.

    • Search Google Scholar
    • Export Citation

  • Tinning, R. (2004). Rethinking the preparation of HPE teachers: Ruminations on knowledge, identity, and ways of thinking. Asia-Pacific Journal of Teacher Education, 32(3), 241–253. doi:10.1080/1359866042000295406

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Walton-Fisette, J.L., Walton-Fisette, T.A., & Chase, L.F. (2017). Captured on film: A critical examination of representations of physical education at the movies. Physical Education and Sport Pedagogy, 22(5), 536–547. doi:10.1080/17408989.2017.1294670

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Webster, L., Russ, L., Molina, S., Lee, H., & Cribbs, J. (2015). A systematic review of public health-aligned recommendations for preparing teacher candidates. Research Quarterly for Exercise & Sport, 86(1), 30–39. PubMed ID: 25437905 doi:10.1080/02701367.2014.980939

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Woods, A.M., & Lynn, S.K. (2014). One physical educator’s career cycle: Strong start, great run, approaching finish. Research Quarterly for Exercise and Sport, 85(1), 68–80. PubMed ID: 24749238 doi:10.1080/02701367.2013.872218

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Young, A., & MacPhail, A. (2015). “Standing in the periphery:” Cooperating teachers’ perspectives and responses to the role of supervision. European Physical Education Review, 21(2), 222–237. doi:10.1177/1356336X14557582

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Zeichner, K.M., & Tabachnick, B. (1983, April). Teacher perspectives in the face of the institutional press. Presented at the Paper presented at the annual Meeting of American Educational Research Association.

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 1407 732 90
Full Text Views 94 36 4
PDF Downloads 80 44 6