Early career teacher peer support through private groups in social media

Mercieca, Bernadette and Kelly, Nick (2018) Early career teacher peer support through private groups in social media. Asia-Pacific Journal of Teacher Education, 46 (1). pp. 61-77. ISSN 1359-866X

Abstract

This paper describes the support that Australian early career teachers are accessing through private groups within social media. It presents findings from 22 interviews with teachers who indicated that Facebook was a source of support. Participants describe using private online groups for (a) support during casual employment;(b) accessing collegial support from pre-existing connections, in particular, those formed during initial teacher education; and (c) support to deal with challenging situations such as a hostile work environment. The paper suggests that further research needs to be conducted into how private media groups might support the needs of early career teachers.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version embargoed until 1 July 2019 (18 months), in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Arts and Communication
Date Deposited: 08 Nov 2017 04:46
Last Modified: 19 Jan 2018 01:51
Uncontrolled Keywords: early career; teacher support; social media; Facebook; peer support; private groups; casual teacher; qualitative; thematic analysis
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1080/1359866X.2017.1312282
URI: http://eprints.usq.edu.au/id/eprint/32641

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