Holt, A. J. (2019). Professional development in the wild: Evaluating emerging elements of the breakout EDU community that can inform an improved model of formal TPACK framed teacher professional development (Publication No. 27540683) [Doctoral dissertation, Pepperdine University.] ProQuest Dissertations & Theses Global. 

Abstract:

“Teachers face challenges as they plan learning activities that meet content area standards, encourage students to collaborate while inspiring critical thinking and creativity. Limited time and resources make it difficult to incorporate new instructional approaches and technologies. Many feel that professional development is ineffective. Consequently, teachers turn to social media such as Facebook, Pinterest, Twitter, etc. for professional learning. One educator group that has grown phenomenally is the BreakoutEDU community.

This study identified emerging elements of the Breakout EDU (BEDU) Community for professional learning that can inform the Technological, Pedagogical, and Academic Content Knowledge (TPACK) framework for teacher professional development (PD), advancing toward an improved vision that constructively engages today’s teachers.

Two lenses were applied for this study. The first was 18 months of BEDU Facebook discourse. The researcher selected representative conversations that illustrate qualities of professional learning occurring in the virtual community. The second lens was through a survey taken by community members. The results were integrated to answer the research questions.

The study shows teachers are actively sharing resources, asking questions, even discussing pedagogical strategies. Educational social media groups such as BEDU are providing “just in time” learning that fit within identified characteristics of effective PD: choice, collaborative, ongoing, active learning, content-specific.

These findings led to 4 key conclusions. First, social media is a viable form of PD for teachers. Second, teachers are utilizing social media groups to provide ongoing professional learning. Third, characteristics of professional learning within educator social media groups can be applied to TPACK framed professional development. Finally, providers and planners of district PD can be improved by adopting innovative, creative approaches that include the characteristics of effective professional development, including learning on social media. It is time for traditional professional development to be reimagined, to empower teachers in their learning choices, and to seek innovative approaches to TPACK framed professional learning.”