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

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  • 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
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    References listed on IDEAS

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    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.
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