Teacher E-professionalism: An Examination of Western Canadian Pre-service Teachers’ Perceptions, Attitudes, and Facebook Behaviours

Authors

  • Cheryl Poth University of Alberta
  • Kendra McCallum University of Alberta
  • Wei Tang University of Alberta

DOI:

https://doi.org/10.11575/ajer.v62i1.56161

Keywords:

Keywords, E-Professionalism, Questionnaire, Teacher Education, Social Networking, Pre-service Teachers, E-professionalisme, Questionnaire d'enquête, la formation des enseignants, les réseaux sociaux, enseignants en formation

Abstract

This study addresses the pressing need for attending to teacher e-professionalism, that is, the appropriate application of information and communication strategies when using digital media. The authors examine data patterns related to 113 pre-service teachers’ perceptions of e-professionalism, attitudes towards existing technology-related professional guidelines, and current behaviours on Facebook. The results from the online questionnaire suggest that these Western Canadian pre-service teachers are uncertain about what online behaviours should be restricted and whether maintaining e-professionalism was possible. Integrated findings are discussed in light of communication privacy management theory. The paper concludes by advancing implications for informing e-professional education for teachers.

Cette étude adresse le besoin pressant pour assister e-professionnalisme d'enseignant, qui est, l'application appropriée de stratégies d'information et de communication lors de l'utilisation des médias numériques. Les auteurs examinent les configurations de données de 113 enseignants en formation liées à leurs perceptions d’e-professionnalisme, attitudes à l'égard des directrices professionnelles environ la technologie, et comportements actuels sur Facebook. Les résultats du questionnaire suggèrent que ces enseignants en formation de ouest canadiens sont incertains quant à ce que les comportements basés sur le Web devraient être limités et si maintenir e-professionnalisme était même possible. Les conclusions sont discutées utilisant une théorie de la gestion de la confidentialité des communications. L’article conclut en avançant des implications pour informer l'éducation d' e-professionnel pour les enseignants.

 

Author Biographies

Cheryl Poth, University of Alberta

Cheryl Poth, Ph.D., is a faculty member of the Center for Research in Applied Measurement and Evaluation within the Department of Educational Psychology at the University of Alberta. In this role, she teaches research methods courses and integrates students into her research program as well as supervises and advises undergraduate and graduate students in their own research pursuits using qualitative, quantitative, and mixed methods approaches.

Kendra McCallum, University of Alberta

Kendra McCallum, M.Ed., graduated from the Psychological Studies in Education program at the University of Alberta. She became interested in e-professionalism and believes it is an important and emerging issue for all professionals. She is currently practicing as a Registered Psychologist in Alberta, and enjoys working with children and youth.

Wei Tang, University of Alberta

Wei Tang, Ph.D., is a Postdoctoral Fellow of the Center for Research in Applied Measurement and Evaluation within the Department of Educational Psychology at the University of Alberta. In this role, she teaches as well as conducts research in the areas of Educational Psychology.

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Published

2016-09-02

How to Cite

Poth, C., McCallum, K., & Tang, W. (2016). Teacher E-professionalism: An Examination of Western Canadian Pre-service Teachers’ Perceptions, Attitudes, and Facebook Behaviours. Alberta Journal of Educational Research, 62(1), 39–60. https://doi.org/10.11575/ajer.v62i1.56161

Issue

Vol. 62 No. 1 (2016): Spring

Section

ARTICLES

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