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Early-career Educators’ Experiences with Social Media during Induction
PROCEEDING

, Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Early-career educators face numerous challenges during their transition from educator preparation programs into professional employment contexts (i.e., their induction period), and they seek support from a variety of sources. The teacher induction literature has reported a “two worlds pitfall” caused by conflicting messages about what and how to teach from the academic world of preparation and the practical world of practice. Further complicating teacher induction is the new reality that early-career educators are no longer seeking help with their profession from just two worlds, but a universe of many worlds accessible through social media—an edu-verse. In this work-in-progress study, I will interview early-career educators about from whom they seek support during induction and how they use social media for this, if at all. Findings should benefit early-career educators as well as their teacher educators and mentors.

Citation

Staudt Willet, K.B. (2020). Early-career Educators’ Experiences with Social Media during Induction. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1483-1489). Online: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2020 from .