Welcome to the InfoSci Platform
Are You Visiting or Do You Live Here?: How Novice Teachers Use Social Media to Form “Secret Communities” of Peer Mentorship and Professional Practice

Are You Visiting or Do You Live Here?: How Novice Teachers Use Social Media to Form “Secret Communities” of Peer Mentorship and Professional Practice

Rebecca J. Blankenship
Copyright: © 2018 |Pages: 12
ISBN13: 9781522540502|ISBN10: 1522540504|EISBN13: 9781522540519
DOI: 10.4018/978-1-5225-4050-2.ch009
Cite Chapter Cite Chapter

MLA

Blankenship, Rebecca J. "Are You Visiting or Do You Live Here?: How Novice Teachers Use Social Media to Form “Secret Communities” of Peer Mentorship and Professional Practice." Mentorship Strategies in Teacher Education, edited by Kenan Dikilitas, et al., IGI Global, 2018, pp. 170-181. https://doi.org/10.4018/978-1-5225-4050-2.ch009

APA

Blankenship, R. J. (2018). Are You Visiting or Do You Live Here?: How Novice Teachers Use Social Media to Form “Secret Communities” of Peer Mentorship and Professional Practice. In K. Dikilitas, E. Mede, & D. Atay (Eds.), Mentorship Strategies in Teacher Education (pp. 170-181). IGI Global. https://doi.org/10.4018/978-1-5225-4050-2.ch009

Chicago

Blankenship, Rebecca J. "Are You Visiting or Do You Live Here?: How Novice Teachers Use Social Media to Form “Secret Communities” of Peer Mentorship and Professional Practice." In Mentorship Strategies in Teacher Education, edited by Kenan Dikilitas, Enisa Mede, and Derin Atay, 170-181. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4050-2.ch009

Export Reference

Mendeley
Favorite

Abstract

In order for the twenty-first century teacher to acquire the necessary professional skills to effectively instruct today's digitally native students, institutional constraints must be lifted such that the institution does not impede the ability of the pedagogue to grow beyond what is expected to that which is instructionally transformational. After examining current trends in teacher preparation programs, there is a noticeable gap between the digital literacy of faculty and the digital literacy of students. Because of this deficiency, digitally literate novice teachers have looked to social media to form their own “secret” communities of peer mentorship and professional development external to their school and school district settings. The purpose of this chapter is to examine the literature related to how novice teachers form these secret communities, how residency in the community is established, and how visitor participation (i.e., veteran teachers and school administrators) is perceived within the community.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.