Examining preschool teacher’s use of social media in terms of their professional development

Yıl 2024, Cilt: 7 Sayı: 1, 132 - 148, 31.01.2024

Neslihan Cansu Salihoglu Abdullah Çetin

https://doi.org/10.31681/jetol.1307348

Öz

The purpose of this study was to investigate how preschool instructors use social media for professional development. Explanatory sequential design, one of the mixed research methods, was used in the research. The quantitative study group of the research consists of 213 preschool teachers working in Kahramanmaraş province in the 2020-2021 academic year, and the qualitative study group consists of 16 preschool teachers. "Social Media Usage Questionnaire" and semi-structured "Interview Form" were used as data collection tools in the research. For the analysis of quantitive data in the study, frequency, percentage and arithmetic avarages were calculated using the SPSS 21 package program. Content analysis was used in the analysis of qualitative data. It was determined that teachers find Instagram, Youtube, Whatsapp and Pinterest useful in terms of their professional development. It has been found that social media helps teachers to see things from multiple viewpoints, keep up with innovations, access diverse activities, advance their knowledge and abilities and access activities for all developmental domains. It has been determined that teachers share their posts on social media in order to be useful for their collegues and for informational purposes It was concluded that the use of social media facilitated the implementation of the preschool education program and enriched the learning environment.

Anahtar Kelimeler

social media, preschool teacher, professional development

Kaynakça

• Arıkan, N, A., Fernie, D. E., & Kantor, R. (2017). Supporting the professional development of early childhood teachers in head start: A case of acquiring technology proficiency. İlköğretim Online, 16(4), 1829-1849.
• Anderson, P. J. & Reidy, N. (2012). Assessing executive function in preschoolers. Neuropsychology Review, 22, 345-360.
• Aribovna, A. M. (2021). Creative teacher as an important indicator of professional competence. European Scholar Journal, 2(5), 55-57.
• Avcı, F. (2020). Teachers' uses of social media and their metaphoric perceptions of social media concept. International Journal of Cultural and Social Studies (IntJCSS), 6(2), 769-788 .
• Ayçiçek, F. N. (2020). An investigation of teacher social media usage with parents at preschool. Doctoral dissertation. Faculty of Social Sciences University of Sheffield.
• Aydoğmuş, M., Tut, E. & Karadağ, Y. (2023). Teachers' experiences regarding the use of social media for educational purpose. International Journal of Psychology and Educational Studies, 10(1), 69-82. https://dx.doi.org/10.52380/ijpes.2023.10.1.855
• Barnett, W. S. (2003). Better teachers, better preschools: student achievement linked to teacher qualifications. NIEER Preschool Policy Matters, (2), 3-11
• Bayyar, S. (2019). Investigation of the relationship between social sciences candidate teachers’ social media use and professional attitudes. Master’s thesis. Dumlupınar University Institute of Educational Sciences, Kütahya.
• Bett, H. & Makewa, L. (2020). Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher Education, 48(2), 132-146.
• Burak, S., V & Çörekçi, E. D. (2021). Use of technology ın pre-school musıc educatıon: A qualıtatıve study ın antalya provınce. Educatıonal Technology Theory And Practıce, 11(2), 375-395.
• Chen, R. S. (2016). Preschool teachers’ attitudes toward internet applications for professional development in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 12(10), 2671-2684.
• Creswell, J. W. & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Çopur, A. (2020). An ınvestigation of the effect of designed professional learning community on the professional development of social studies teachers and students’ academic success. Doctoral dissertation, Bursa Uludağ University Institute of Educational Sciences, Bursa.
• Demirezen, D. & Alakurt, T. (2022). An ınvestigation of the psychometric properties of the technological pedagogical content knowledge scale for preschool teachers in Turkish sample. Anadolu Üniversity Journal of Education Faculty (AUJEF), 6(3), 277-293.
• Demirtaş, H., Van Yazlak, D &Yazlak, B. (2022). Preschool teachers' views on social media use. Journal of Academic Projection. 7, 69-80. https://dergipark.org.tr/en/pub/beuiibfaid/issue/73015/1057298
• Düzen Soysal, S. (2020). Classroom Teachers 'Vıews On Socıal Medıa Teachers And Students Interactıon. Master’s thesis, Bolu Abant İzzet Baysal University Institute of Educational Sciences, Bolu.
• Hildén, E., Löfdahl Hultman, A. & Ribaeus, K. (2023). Teaching as a new mission: Swedish preschool teachers’ collegial discussions. Early years, 43(1), 1-14.
• Fırat, Y. (2023). An analysis of art activities for children on the ınternet in terms of creativity. International Primary Education Research Journal, 7(1), 25-33.
• Günaydın, S. (2017). Teachers 'socıal medıa use consıderatıons and awareness. Master’s thesis, Ege University Institute Of Natural Sciences, İzmir.
• Kara, T. (2013). Social media industry. Beta Pub.
• Karakaya, N. K. (2019). Investigation of social media presence of early childhood educators. Master's thesis, Middle East Technical University, Ankara.
• Kıldan, O. & Pektaş, M. (2009). Preschool teachers’ views regarding the teaching of the subjects related to science and nature during early childhood. Ahi Evran Üniversity Journal of Kırşehir Education Faculty, 10(1), 113-127.
• Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J. & Kothari, B. (2022). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 50(4), 675-685.
• MacBlain, S. (2021). Children’s learning in early childhood: learning theories in practice 0-7 years. United States, Sage Publications.
• Marklund, L. (2015). Preschool teachers’ informal online professional development in relation to educational use of tablets in Swedish preschools. Professional Development in Education, 41(2), 236-253.
• Mart, M. & Campbell-Barr, V. (2021). Professional development opportunities for early years teachers using social media: The case of England and Turkey. Education 3-13, 49(4), 448-463.
• Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009-3026.
• Ministry of Education. (2013). Pre-school education program. http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf. (05.12.2021).
• Öngören, S. (2022). Teachers’ use of ICT in the preschool period: A mixed research method. Educ Inf Technol 27, 11115–11136. https://doi.org/10.1007/s10639-022-11066-9
• Özdinç, T. (2014). Socıal medıa consumptıon ın famıly partıcıpaıon ın pre-school educatıon: a case study. Master’s Thesis, Bahçeşehir University Institute Of Education Sciences, İstanbul.
• Patahuddin, S. M. & Logan, T. (2019). Facebook as a mechanism for informal teacher professional learning in Indonesia. Teacher Development, 23(1), 101-120.
• Sheridan, S., Williams, P., Sandberg, A. & Vuorinen, T. (2011). Preschool teaching in Sweden–a profession in change. Educational Research, 53(4), 415-437. https://doi.org/10.1080/00131881.2011.625153
• Supartini, T., Weismann, I., Wijaya, H. & Helaluddin. (2020). Development of learning methods through songs and movements to improve children’s cognitive and psychomotor aspects. European Journal of Educational Research, 9(4), 1615- 1633. https://doi.org/10.12973/eu-jer.9.4.1615
• Tashakkori, A., Teddlie, C. & Johnson, B. (2015). Mixed methods.
• Tutar, M. (2015). The evaluation of teachers’ perceptions towards education ınformation network (eın). Master’s thesis, Karadeniz Technical University Institute Of Education Sciences, Trabzon.
• Uslu, E. (2015). The role of socıal networkıng on provıdıng teachers’ career development. Master’s thesis, Afyon Kocatepe University Graduate School of Natural and Applied Sciences, Afyon.
• Uyanık Aktulun, Ö. & Elmas, R. (2019). Social media tools for 21st century preschool teachers: Possible benefits. Journal of Primary Education, 1(4), 6-20.
• Yaşar, M. S. (2021). Analysis of Turkish teachers' posts in facebook groups in terms of professional development and special field competencies. Master’s thesis, Bursa Uludağ University Institute of Educational Sciences, Bursa.
• Yavuz, M. (2017). The ınvestıgatıon of the attıtudes of preschool teachers use facebook as a socıal medıa tool, accordıng to the model of technology acceptance model. Master’s thesis, Yıldız Technıcal Unıversıty Graduate School of Natural and Applıed Scıences, İstanbul.
• Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in the social sciences. Seçkin Publigations.
• Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal, 49(5), 947-963.
• Yılmaz, O. (2019). An examınatıon of an onlıne socıal medıa network as a preschool teacher professıonal development tool. Master’s thesis, Gaziantep University Institute of Educational Sciences, Gaziantep.
• Zinskie, C., & Griffin, M. (2023). Initial teacher preparation faculty views and practices regarding e-professionalism in teacher education. Contemporary Issues in Technology and Teacher Education, 23(2), 434-455.