ARTICLES
Getting Social with Science (continued)
supportive social networks which are helping build teaching
capacity, reduce isolation, and clarify, or at least contribute to,
discussions around content, depth and practical experience,
has prompted such a wave of gratitude that there appears to be
a genuine connection between the members of social groups.
Surely encouraging teachers as collaborators can help shape
the collaborative skills our students will need, building greater
professional-based social capital not only for better 2020 vision,
but for the many years beyond.
Social media groups can be a significant support throughout the
entirety of a teacher’s professional journey, however immense
value is seen especially in the beginning and twilight stages of a
career. Here many teachers often experience emotions ranging
from shock to disengagement, where the collegial support
networks within social media can provide valuable resources
(Fig. 5), emotional support, and inspiration to reinvigorate
stagnating careers (Clarke & Pittaway, 2014). For pre-service
teachers, the programming contributions within science social
media groups have provided countless ‘tried and tested’ lesson
resources and programs to contrast and compare with those
personally developed. The opportunity to refine these elements
before stepping inside the classroom provides not only a greater
confidence in delivery, but an enhanced internal capacity to direct
a teacher’s focus on HOW to deliver a valuable and engaging
learning experience.
References
ABC News. (2017, February 21). New South Wales HSC syllabus gets overhaul
with more complex topics. Sydney, NSW, Australia.
Baker-Doyle, K. J., & Yoon, S. A. (2011). In search of practitioner‐based
social capital: a social network analysis tool for understanding and facilitating
teacher collaboration in a US‐based STEM professional development program.
Professional Development in Education, 37(1), 75-93.
Clarke, C., & Pittaway, S. (2014). Marsh‘s Becoming a Teacher (6th ed.).
Melbourne, Vic, Australia: Pearson Australia.
Harrison, C. (2018). The WRX: A different model of flipped learning for the new
Senior Chemistry curriculum. Journal of the Science Teachers‘ Association of
NSW, 67(1), 55-56.
Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and
Creativity. South Melbourne, Vic: Oxford University Press.
Figure 5 Post 16 Nov 2018 NSW Chemistry Teachers on
Facebook
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring
programs for beginning teachers: A critical review of the research. Review of
Educational Research, 81(2), 201-33.
Social media groups are also providing invaluable support to
those teachers new to the profession, where research indicates
they often do not have the support of adequate professional
mentorship in their workplace (Ingersoll & Strong, 2011). NSW Education Standards Authority. (2017, March 30). Chemistry Stage 6
Syllabus. Sydney, NSW, Australia.
Social media groups have facilitated the creation of a platform
for continual informal professional development for beginning
teachers, giving access to a wealth of real-life experiences from
extremely experienced teachers. Common feedback from cohorts
of pre-service teachers relates directly to the vast gap between
educational theory and practice which is being reduced via the
feedback, mentorship and resources shared via professional
pages on social media platforms. Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016).
Learning for teaching: Teaching for learning (3rd ed.). South Melbourne, VIC:
Cengage Learning.
Vygotsky, L. (1930). Mind in society: The development of higher psychological
processes. London: Harvard University Press.
Conclusion
The teaching profession itself is a microcosm of diversity of
interests and abilities, experience and enthusiasm, and, some
might say, none more than amongst Science teachers, many
of whom have swapped their pocket protectors for electronic
pocket-books. Like many tools, computer technology has an
immense capacity, but it does need to be utilised in a way that
engages the learner, and helps them assess and progress
their knowledge along a pre-defined path. The emergence of
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