Social Networking and Teachers’ Professional Development

Abstract

Are teachers able to take advantage of technological tools to informally promote their professional development? On one hand, we acknowledge the utility of 2.0 tools for teaching and learning - connecting, communicating, sharing and collaborating, the pillars of knowledge development in the global society. On the other hand teachers face new challenges as educators and professionals in the global society of the 21th century. This is the underlying research question of two joint investigations – a survey and a case study – that aim to investigate to what extent professional networks, as informal learning environments, can contribute towards teachers’ growth. The survey intends to investigate if teachers perceived digital skills are conditioning their participation in online professional networks, as well as the importance teachers give to these communities for their professional development, and the impacts they perceive. The case study will analyze an online teacher’s network, investigating the reasons and motivations that drive teachers to belong to the community, as well as the interactions established. The data collected will contribute to a better understanding of the potential of professional networks in lifelong learning for teachers.