Abstract
The claims and recommendations found in this text include selected literature and current findings on identity, social media, and teaching practices of practicing and preservice teachers; research conducted by the author over more than six years with more than 300 preservice teachers; and, more specifically, the findings of a study of preservice teachers’ responses to the use of Twitter and other social media.
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© 2016 Sense Publishers
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Davis, J.S. (2016). Research Support and Conceptual Framework. In: Building a Professional Teaching Identity on Social Media. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-702-3_2
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DOI: https://doi.org/10.1007/978-94-6300-702-3_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-702-3
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