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Sharing repertoires in a teacher professional Facebook group

Journal article
Authors Annika Lantz-Andersson
Louise Peterson
Thomas Hillman
Mona Lundin
Annika Bergviken Rensfeldt
Published in Learning, Culture and Social Interaction
ISSN 2210-6561
Publication year 2017
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Education, Communication and Learning
Language en
Links https://doi.org/10.1016/j.lcsi.2017...
www.sciencedirect.com/science/artic...
Subject categories Pedagogy

Abstract

This study explores participation in a teacher self-organised profession-based Facebook group discussing the Flipped Classroom (FC) approach. Methodologically our findings are based on computational content analysis of group activity and accompanying in-depth analysis of the communication in selected discussion threads. The findings show that sharing of material and social exchange becomes intertwined and that three double-edged participatory themes emerge: (1) requesting and giving tips, (2) asking for and providing concrete instructional examples, and (3) questioning and justifying the FC approach. In instances where the established repertoires are challenged, critical discussions emerge that nurture collegial learning and stimulate reflections on teaching practices.

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