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Identifying the Applicable Nature of Social Media as Tools for Advancing Preservice Teachers’ Epistemologies
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Author(s): Stephanie Grote-Garcia (The University of the Incarnate Word, USA), Norman St. Clair (The University of the Incarnate Word, USA), Elda Martinez (The University of the Incarnate Word, USA)and Bobbie Holmes St. Clair (The University of the Incarnate Word, USA)
Copyright: 2014
Pages: 13
Source title:
Academic Knowledge Construction and Multimodal Curriculum Development
Source Author(s)/Editor(s): Douglas J. Loveless (James Madison University, USA), Bryant Griffith (Texas A&M University-Corpus Christi, USA), Margaret E. Bérci (College of Staten Island-CUNY, USA), Evan Ortlieb (Monash University, Australia)and Pamela M. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-4666-4797-8.ch011
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Abstract
The purpose of this chapter is to discuss a qualitative study that explored the use of seven social-media venues in advancing the pedagogical reasoning of preservice teachers. For this study, pedagogical reasoning is broken into six phases as defined in Shulman’s (1987) Model of Pedagogical Reasoning and Action (i.e., comprehension, transformation, instruction, evaluation, reflection, and new comprehension). Shulman’s model provided the framework for the research tool – a checklist, titled by the researchers as the Checklist of Social Media and Epistemological Advancement (CSMEA). This tool assisted the researchers with examining social-media venues for opportunities to advance preservice teachers’ skills within the various phases of pedagogical reasoning. The social-media venues examined were Crocodoc Personal, Facebook, Pinterest, Poll Everywhere, Twitter, Weebly, and Youtube. This chapter provides an in-depth description of the study, explores the findings of the study, and discusses implications for the future.
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