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“Going on trial”: Teachers’ team performance in social media when facing a critical incident

Chapter in book
Authors Louise Peterson
Annika Lantz-Andersson
Thomas Hillman
Mona Lundin
Annika Bergviken Rensfeldt
Published in Virtual Learning Sites as Languaging Spaces - Critical Issues on Languaging Research in Changing Eduscapes
Pages 241-268
ISBN 978-3-030-26929-6
Publisher Palgrave Macmillan
Place of publication Cham, Switzerland
Publication year 2019
Published at Department of Education, Communication and Learning
Department of Applied Information Technology (GU)
Pages 241-268
Language en
Links https://doi.org/10.1007/978-3-030-2...
Keywords Social media groups Teachers Facebook Social support Team performances
Subject categories Pedagogy

Abstract

This study examines how a problematic work-related issue is raised in a large self-organized thematic professional Facebook group and how the topic is continued in the discussion that follows. Based on big data from a large corpus assembled through the Facebook Application Programming Interface, a unique case thread is selected for in-depth analysis. The aim is to analyse how social support is performed through professional identity work in moment-by-moment online interactions. The findings illustrate how the performance of social support in a thread includes both supportive and remedial interchanges that reveal emergent impression management and a mutually shaped professional teacher identity. Further, the findings indicate that member performance, generally relatively neutral in non-critical discussion threads, changes in relation to the problematic work-related issue in the post that challenges the collective identity of the group. This means that the interaction engenders cooperative and supportive interchanges that motivate members to perform as a team and cooperate as supportive team members.

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