Social Media-Based Professional Learning: What Are Teachers Doing in It?

• Wawan Krismanto ^[1] ; Dedi Kuswandi ^[1] ; Punaji Setyosari ^[1] ; Henry Praherdhiono ^[1]
  1. [1] State University of Malang

     State University of Malang

     Indonesia

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 11, Nº. 1, 2022, págs. 89-116
• Idioma: inglés
• DOI: 10.17583/qre.9698
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El desarrollo profesional formal de los docentes en Indonesia aún enfrenta varios obstáculos y limitaciones. Al darse cuenta de esto, algunos maestros se reúnen, interactúan y construyen comunidades, luego ejecutan el aprendizaje profesional basado en las redes sociales. Este estudio investiga la diversidad de las actividades docentes en el aprendizaje profesional basado en las redes sociales en la comunidad a partir de la experiencia docente. Por esta razón, un enfoque cualitativo con el método fenomenológico es el enfoque adecuado. Los encuestados de este estudio fueron 16 docentes que participaron constantemente en el aprendizaje profesional basado en las redes sociales en tres comunidades docentes. Fueron entrevistados de manera semiestructurada. Se observaron actividades de aprendizaje en la comunidad y se analizaron documentos relevantes para complementar los datos de la investigación. Los resultados del estudio indican varios compromisos y experiencias de los docentes en las tres comunidades docentes estudiadas. También muestra la diversidad de actividades de aprendizaje docente en el aprendizaje profesional basado en las redes sociales facilitado por la comunidad docente. Con base en los resultados de la investigación, se han dado varias implicaciones para los docentes, los administradores de la comunidad docente y la investigación futura.

  • English

    The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement theresearch data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.

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