IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i23p16134-d992047.html
   My bibliography  Save this article

Twitter in Initial Teacher Training: Interaction with Social Media as a Source of Teacher Professional Development for Social Studies Prospective Educators

Author

Listed:
  • Esther López-Torres

    (Department of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education and Social Work, University of Valladolid, 47011 Valladolid, Spain)

  • María Teresa Carril-Merino

    (Department of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education of Palencia, Universidad de Valladolid, 34004 Palencia, Spain)

  • Diego Miguel-Revilla

    (Department of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education and Social Work, University of Valladolid, 47011 Valladolid, Spain)

  • María Jesús Verdú

    (Department of Signal Theory, Communications, and Telematics Engineering, Higher Technical School of Telecommunications Engineering (ETSIT), University of Valladolid, 47011 Valladolid, Spain)

  • Mercedes de la Calle-Carracedo

    (Department of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education and Social Work, University of Valladolid, 47011 Valladolid, Spain)

Abstract

The use of social media is now as prevalent as ever, and its educational ramifications still need to be fully explored, especially in initial teacher training. The aim of this study is to analyze social studies prospective teachers’ perceptions regarding the usefulness of social media for teacher professional development, and to generate communication, learning and engagement. This research also has the objective of exploring the effects of an intervention during an academic semester with three different groups of university students, applying a didactic strategy based on the use of Twitter, monitoring the interventions of 122 participants. A quantitative analysis was used to process the information obtained using questionnaires as well as the data obtained using MSocial, a tool for Social Network Analysis (SNA). Results indicate that, while pre-service teachers are not necessarily skeptical of the potential of social media for educational purposes, systematic interventions that promote interaction can positively affect their perception of the usefulness of social media. Results also show that the group where prospective educators interacted among themselves the most using Twitter during the interventions was the one that showed a significant increase in prospective teachers’ perception of the educational potential of social media.

Suggested Citation

  • Esther López-Torres & María Teresa Carril-Merino & Diego Miguel-Revilla & María Jesús Verdú & Mercedes de la Calle-Carracedo, 2022. "Twitter in Initial Teacher Training: Interaction with Social Media as a Source of Teacher Professional Development for Social Studies Prospective Educators," Sustainability, MDPI, vol. 14(23), pages 1-15, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:16134-:d:992047
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/23/16134/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/23/16134/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Rosalía Romero-Tena & Raquel Barragán-Sánchez & Carmen Llorente-Cejudo & Antonio Palacios-Rodríguez, 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Abdulrahman O. Al-Youbi & Abdulmonem Al-Hayani & Ali Rizwan & Hani Choudhry, 2020. "Implications of COVID-19 on the Labor Market of Saudi Arabia: The Role of Universities for a Sustainable Workforce," Sustainability, MDPI, vol. 12(17), pages 1-13, August.
    2. Yu Zhao & María Cruz Sánchez Gómez & Ana María Pinto Llorente & Liping Zhao, 2021. "Digital Competence in Higher Education: Students’ Perception and Personal Factors," Sustainability, MDPI, vol. 13(21), pages 1-17, November.
    3. Rosabel Roig-Vila & Paz Prendes-Espinosa & Mayra Urrea-Solano, 2020. "Problematic Smartphone Use in Spanish and Italian University Students," Sustainability, MDPI, vol. 12(24), pages 1-18, December.
    4. Raquel Barragán-Sánchez & María-Carmen Corujo-Vélez & Antonio Palacios-Rodríguez & Pedro Román-Graván, 2020. "Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
    5. Naiara Bilbao & Urtza Garay & Ainara Romero & Arantzazu López de la Serna, 2021. "The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    6. Phanommas Bamrungsin & Buratin Khampirat, 2022. "Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study," Sustainability, MDPI, vol. 14(7), pages 1-17, April.
    7. Julio Cabero-Almenara & Julio Barroso-Osuna & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez, 2021. "The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)," IJERPH, MDPI, vol. 18(5), pages 1-13, March.
    8. Yu Zhao & Ana María Pinto Llorente & María Cruz Sánchez Gómez & Liping Zhao, 2021. "The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University," Sustainability, MDPI, vol. 13(8), pages 1-14, April.
    9. Julio Cabero-Almenara & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez & Julio Barroso-Osuna, 2020. "Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    10. Rosalía Romero-Tena & Carmen Llorente-Cejudo & María Puig-Gutiérrez & Raquel Barragán-Sánchez, 2021. "The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study," IJERPH, MDPI, vol. 18(9), pages 1-13, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:16134-:d:992047. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.