Teachers' Use of Social Networking Sites for Continuing Professional Development

2016 ◽  
pp. 1563-1587
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2014 ◽  
pp. 336-359
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2015 ◽  
pp. 1694-1717 ◽  
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2016 ◽  
pp. 635-659
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers’ Use of Social Networking Sites for Continuing Professional Development

2014 ◽  
pp. 441-464 ◽  
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2016 ◽  
pp. 1513-1536
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2016 ◽  
pp. 866-889
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2017 ◽  
pp. 656-680
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

scholarly journals Preserving professional identities, behaviors, and values in digital professionalism using social networking sites; a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shaista Salman Guraya ◽  
Salman Yousuf Guraya ◽  
Muhamad Saiful Bahri Yusoff
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Social Networking ◽  
Health Professionals ◽  
Social Networking Sites ◽  
Healthcare Professionals ◽  
Professional Identities ◽  
Professional Behaviors ◽  
Digital Era ◽  
Use Of Social Media

Abstract Background Despite a rapid rise of use of social media in medical disciplines, uncertainty prevails among healthcare professionals for providing medical content on social media. There are also growing concerns about unprofessional behaviors and blurring of professional identities that are undermining digital professionalism. This review tapped the literature to determine the impact of social media on medical professionalism and how can professional identities and values be maintained in digital era. Methods We searched the databases of PubMed, ProQuest, ScienceDirect, Web of Science, and EBSCO host using (professionalism AND (professionalism OR (professional identity) OR (professional behaviors) OR (professional values) OR (professional ethics))) AND ((social media) AND ((social media) OR (social networking sites) OR Twitter OR Facebook)) AND (health professionals). The research questions were based on sample (health professionals), phenomenon of interest (digital professionalism), design, evaluation and research type. We screened initial yield of titles using pre-determined inclusion and exclusion criteria and selected a group of articles for qualitative analysis. We used the Biblioshiny® software package for the generation of popular concepts as clustered keywords. Results Our search yielded 44 articles with four leading themes; marked rise in the use of social media by healthcare professionals and students, negative impact of social media on digital professionalism, blurring of medical professional values, behaviors, and identity in the digital era, and limited evidence for teaching and assessing digital professionalism. A high occurrence of violation of patient privacy, professional integrity and cyberbullying were identified. Our search revealed a paucity of existing guidelines and policies for digital professionalism that can safeguard healthcare professionals, students and patients. Conclusions Our systematic review reports a significant rise of unprofessional behaviors in social media among healthcare professionals. We could not identify the desired professional behaviors and values essential for digital identity formation. The boundaries between personal and professional practices are mystified in digital professionalism. These findings call for potential educational ramifications to resurrect professional virtues, behaviors and identities of healthcare professionals and students.

scholarly journals Learning portfolios in psychiatric training

2007 ◽  
Vol 31 (8) ◽  
pp. 310-312 ◽  
Author(s):  
Kitty Seed ◽  
Lisa Davies ◽  
Ronan J. McIvor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Personal Learning ◽  
Learning Plan ◽  
Life Long Learning ◽  
Medical Careers ◽  
Training Programmes ◽  
Personal Learning Plan

Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).

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