-
Title
-
What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest
-
Abstract/Description
-
PURPOSE
The purpose of this paper is to examine early career teachers’ Socialized Knowledge Communities (SKCs) as they relate to the pursuit of mathematics knowledge and teaching. The authors investigate Pinterest, a living data archive, as an opportunity to view teachers’ sense-making and construction of instructional resources. Through this lens, the authors examine how teachers form and share mathematical meaning individually and collectively through professional collaboration.
DESIGN/METHODOLOGY/APPROACH
This work characterizes teachers’ curation of mathematical resources both in the kinds of mathematics teachers are choosing and the quality therein. Finally, the authors examine through epistemic network analysis how teachers are sense-making through a statistical approach to identifying their organization of mathematics curation by typology and cognitive process demand.
FINDINGS
Results show that sampled teachers predominantly curate instructional resources that require students to perform standard algorithm and represent mathematics relationships in visualization within Pinterest. Additionally, the authors find the resources curated by teachers have lower cognitive demand. Finally, epistemic networks show teachers make connections among instructional resources with particular types as well as with different levels of cognitive demand as they sense-make their curated curriculum. In particular, difference in teachers’ internal consideration of the quality of tasks is associated with their years of experience.
ORIGINALITY/VALUE
Twenty-first century classrooms and teachers engage frequently in curation of instructional resources online. The work contributes to an emergent understanding of teachers’ professional engagement in virtual spaces by characterizing the instructional resources being accessed, shared, and diffused. Understanding the nature of the content permeating teachers’ SKCs is essential to increase teachers’ professional capital in the digital age.
-
Date
-
2018
-
In publication
-
Journal of Professional Capital and Community
-
Volume
-
3
-
Issue
-
2
-
Pages
-
97-122
-
IRE Approach/Concept
-
Social Media
-
Epistemic Community/Socialized Knowledge Community (SKC)
-
Epistemic Network Analysis
-
Sensemaking/Interpretation
-
Featured case/project
-
Pinterest
-
Open access/full-text available
-
en
No
-
Peer reviewed
-
en
Yes
-
ISSN
-
20569548
-
Citation
-
Hu, S., Torphy, K. T., Opperman, A., Jansen, K., & Yun-Jia, L. (2018). What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest. Journal of Professional Capital and Community, 3(2), 97–122. https://doi.org/10.1108/JPCC-11-2017-0025
-
Rights
-
© Emerald Publishing Limited 2018
Comments
No comment yet! Be the first to add one!