Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective

Teachers’ professional identity is created in the dynamic process of interpersonal interaction. This research aims to investigate how teachers negotiate their interpersonal role identities across physical and digital student-teacher interactions. By employing a descriptive qualitative design, this research used the ethnographic method. An interview guide was designed to seek an in-depth understanding of this phenomenon by gaining insights from ten high school teachers from Metro Manila. After collecting the data, an inductive approach is used to analyse the data. The research reveals that the teachers’ interpersonal identity standards and their appraisal of their interaction with their students on Facebook and their network logic align and are congruent with one another. The teachers’ interaction with their students online and offline is always guided by their perceived roles and responsibilities and their limitations and boundaries as teachers.

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“Check Your Face(Book) on Page…”: Unpacking the Pedagogical Potentialities of English Teachers’ Wall Posts

Lingua Cultura ◽

10.21512/lc.v13i1.5253 ◽

2019 ◽

Vol 13 (1) ◽

pp. 1

Author(s):

Al Ryanne Gabonada Gatcho ◽

Bonjovi Hassan Hajan

Keyword(s):

High School Teachers ◽

Student Teacher ◽

Teaching And Learning ◽

Quality Education ◽

Technological Innovations ◽

Teacher Interaction ◽

School Teachers ◽

Human Interactions ◽

Extra Curricular Activities ◽

Metro Manila

This research aimed to show an increasingly digitized world where technology continued to revolutionize how human interactions were enacted, so the teachers must transcend educational boundaries to provide quality education that was responsive to the needs of the 21st-century society. This research examined the Facebook wall postings of selected English senior high school teachers in Metro Manila, Philippines. Using thematic analysis, the research investigated and analyzes these Facebook posts (wall posts) to identify whether teachers; (1) could potentially initiate communication (student-teacher interaction, in particular online/via Facebook) and (2) used such social network site for academic/instructional purposes. Main themes identify in the student-teacher interaction are gratitude and appreciation, longing, interest, and status, while those that are recorded in the teachers’ wall posts are announcements, student activity documentation, and extra-curricular activities. The findings of this research help establish the importance of technology integration in the field of teaching and learning English as a second language. Moreover, the research is pivotal in the resurfacing of constructivism in education and the emergence of new communication norms brought about by technological innovations.

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Racialized Social Class Pedagogical Praxis: Critical Compassion, Cariño, Respeto and Confianza

Association of Mexican American Educators Journal ◽

10.24974/amae.14.1.334 ◽

2020 ◽

Vol 14 (1) ◽

pp. 49-70 ◽

Cited By ~ 1

Author(s):

Jesus Jaime-Diaz

Keyword(s):

High School ◽

Social Class ◽

Critical Pedagogy ◽

High School Teachers ◽

Teaching Practices ◽

School Teachers ◽

Teaching Philosophies ◽

Teacher Student ◽

Potential Mobility

This article explores the ways in which high school teachers understand their students in relation to their own racialized social class backgrounds. It problematizes ethnic outsider inabilities to engage teaching philosophies and practices, which render teachers unable to create constructive dialogues with students that have been marginalized in the culture of schooling. Given classed, raced, and gendered past practices in education and their schooling trajectory, which have historically truncated their potential mobility, this study is mediated by racial social class positions, which veil issues that intersect with structural inequalities. As such, this case study explores teacher/student engagements, focusing on reproduction of consciousness as unrealized teacher/learner schooling interactions. It is framed in contradiction to normative teaching practices, problematizing the absences of critical pedagogy in instruction, as it suggests alternative venues from an empowered perspective.

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