Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective
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Keywords:
teachers’ professional identity, Facebook, online identity, role identity
Abstract
Teachers’ professional identity is created in the dynamic process of interpersonal interaction. This research aims to investigate how teachers negotiate their interpersonal role identities across physical and digital student-teacher interactions. By employing a descriptive qualitative design, this research used the ethnographic method. An interview guide was designed to seek an in-depth understanding of this phenomenon by gaining insights from ten high school teachers from Metro Manila. After collecting the data, an inductive approach is used to analyse the data. The research reveals that the teachers’ interpersonal identity standards and their appraisal of their interaction with their students on Facebook and their network logic align and are congruent with one another. The teachers’ interaction with their students online and offline is always guided by their perceived roles and responsibilities and their limitations and boundaries as teachers.
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Dennen, V. P. (2010). Facilitator presence and identity in online discourse: use of positioning theory as an analytic framework. Instructional Science, 39(4), 527–541. doi:10.1007/s11251-010-9139-0
Edwards, F. C. E., & Edwards, R. J. (2017). A story of culture and teaching: the complexity of teacher identity formation. The Curriculum Journal, 28(2), 190-211.
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Teclehaimanot, B., & Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. TechTrends, 55(3), 19–30. doi:10.1007/s11528-011-0494-8. DOI: 10.1007/s11528-011-0494-8
Thomas, D. R. (2006). A general inductive approach for analysing qualitative evaluation data. American journal of evaluation, 27(2), 237-246. https://doi.org/10.1177%2F1098214005283748
Thomas, L., Briggs, P., Hart, A., & Kerrigan, F. (2017). Understanding social media and identity work in young people transitioning to university. Computers in Human Behavior, 76, 541-553.
Tian, X. (2017). Embodied versus Disembodied Information: How Online Artifacts Influence Offline Interpersonal Interactions. Symbolic Interaction, 40(2), 190–211. doi:10.1002/symb.278
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(4), 639-651. https://doi.org/10.1111/bjet.12052
Wilson, D., & Proudfoot, J. (2014). Saving Face on Facebook: Impression Management as Motivation to Use Social. Twentieth Americas Conference on Information Systems, 1-11.
World Population Review. (2020). Facebook users by country 2020. Retrieved on 6 October 2020 from https://worldpopulationreview.com/country-rankings/facebook-users-by-country
Wubbels, T., Brekelmans, M., den Brok, P., & Van Tartwijk, J. W. F. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841.
Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. doi:10.1080/13540600309378
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences. Journal of computer-assisted learning, 26(5), 321-331.
Basilisco, R., & Cha, K. J. (2015). Uses and gratification motivation for using Facebook and the impact of Facebook usage on social capital and life satisfaction among Filipino users. International Journal of Software Engineering and Its Applications, 9(4), 181-194.
Brewer, J. (2000). Ethnography. McGraw-Hill Education (UK).
Bullingham, L., & Vasconcelos, A. C. (2013). ‘The presentation of self in the online world’: Goffman and the study of online identities. Journal of Information Science, 39(1), 101–112. doi:10.1177/0165551512470051
Burke, P. J., & Stets, J. E. (2009). Identity theory. Oxford University Press.
Canrinus, E., Helms‐Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A., (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37:5, 593-608, DOI: 10.1080/03055698.2010.539857
Carreon, A. V., Valenzuela, M. M., Tayag, J. R., & Dizon, C. S. (2019). Students who spend more time on Facebook tend to have higher grades: Findings from a Philippine university. International Journal of Research Studies in Education, Volume 8 Number 4 Special Issue, 27-37
Cunha, F. R. da, van Kruistum, C., & van Oers, B. (2016). Teachers and Facebook: using online groups to improve students’ communication and engagement in education. Communication Teacher, 30(4), 228–241. doi:10.1080/17404622.2016.1219039
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British educational research journal, 32(4), 601-616.
Davis, J. L. (2014). Triangulating the Self: Identity Processes in a Connected Era. Symbolic Interaction, 37:4, 500-523. https://doi.org/10.1002/symb.123
Davis, J. S. (2016). Building a Professional Teaching Identity on Social Media: A Digital Constellation of Selves. Springer.
Dennen, V. P. (2010). Facilitator presence and identity in online discourse: use of positioning theory as an analytic framework. Instructional Science, 39(4), 527–541. doi:10.1007/s11251-010-9139-0
Edwards, F. C. E., & Edwards, R. J. (2017). A story of culture and teaching: the complexity of teacher identity formation. The Curriculum Journal, 28(2), 190-211.
Foote, J.G. (2011). To Friend or Not to Friends: Student’s Perception of Student-Teacher Interaction on Facebook. (Unpublished master’s thesis). Miami University, Oxford, Ohio
Goffman, E. (1990). The presentation of self in everyday life [1959]. na.
Han, I. (2017). Conceptualisation of English teachers’ professional identity and comprehension of its dynamics. Teachers and Teaching, 23(5), 549-569.
Lam, L. (2012). An Innovative Research on the usage of Facebook in the Higher Education context of Hong Kong. The Electronic Journal of e-Learning Volume 10 Issue 4, 2012
Li, Q. (2007). Student and teacher views about technology: A tale of two cities?. Journal of Research on Technology in Education, 39(4), 377-397
Nguyen, L., & Barbour, K. (2017). Selfies as expressively authentic identity performance. Media Studies publications. University of Illinois at Chicago Library
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self‐disclosure via Facebook on teacher credibility. Learning, Media and technology, 34(2), 175-183. https://doi.org/10.1080/17439880902923655
Nombrado, M. J. S. (2019, June 26). Best way to educate students on social media is through social media. Retrieved on September 22, 2020 from https://rappler.com/voices/imho/educate-social-media-literacy
Portus, L.M., et al. (2018). Doing social science research: A guidebook. Philippines Social Science Council, Philippines.
Ranzini, G., & Hoek, E. (2017). To you who (I think) are listening: Imaginary audience and impression management on Facebook. Computers in Human Behavior, 75, 228-235. https://doi.org/10.1016/j.chb.2017.04.047
Smith, B. (2015). Enhancing Motivation through Student-teacher Facebook Relationships. PEOPLE: International Journal of Social Sciences Vol. 1, No.1, pp. 34-41. DOI: 10.20319/pijss.2015.11.3441
Søreide, G. E. (2007). The public face of teacher identity—narrative construction of teacher identity in public policy documents. Journal of education policy, 22(2), 129-146. DOI: 10.1080/02680930601158893
Suwito, K.A. (2019). Reproduksi pengetahuan atas eksotisme tubuh perempuan: identitas oriental dalam grup facebook ‘indonesia tempo dulu’. Jurnal Studi Komunikasi, 3(2). doi: 10.25139/jsk.3i2.1601
Teclehaimanot, B., & Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. TechTrends, 55(3), 19–30. doi:10.1007/s11528-011-0494-8. DOI: 10.1007/s11528-011-0494-8
Thomas, D. R. (2006). A general inductive approach for analysing qualitative evaluation data. American journal of evaluation, 27(2), 237-246. https://doi.org/10.1177%2F1098214005283748
Thomas, L., Briggs, P., Hart, A., & Kerrigan, F. (2017). Understanding social media and identity work in young people transitioning to university. Computers in Human Behavior, 76, 541-553.
Tian, X. (2017). Embodied versus Disembodied Information: How Online Artifacts Influence Offline Interpersonal Interactions. Symbolic Interaction, 40(2), 190–211. doi:10.1002/symb.278
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(4), 639-651. https://doi.org/10.1111/bjet.12052
Wilson, D., & Proudfoot, J. (2014). Saving Face on Facebook: Impression Management as Motivation to Use Social. Twentieth Americas Conference on Information Systems, 1-11.
World Population Review. (2020). Facebook users by country 2020. Retrieved on 6 October 2020 from https://worldpopulationreview.com/country-rankings/facebook-users-by-country
Wubbels, T., Brekelmans, M., den Brok, P., & Van Tartwijk, J. W. F. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841.
Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. doi:10.1080/13540600309378
Published
2021-02-16
How to Cite
Santoso, N. R., Nombrado, M., de Guzman, M. T., Yumul, S. de V., & Mariano, R. M. (2021). Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective. Jurnal Studi Komunikasi, 5(1), 1-23. https://doi.org/10.25139/jsk.v5i1.2763
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