Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program
Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teach...
| Main Authors: | , , |
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| Format: | Journal Article |
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Edith Cowan University
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/44628 |
| _version_ | 1848757055456804864 |
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| author | Paris, Lisa Morris, J. Boston, J. |
| author_facet | Paris, Lisa Morris, J. Boston, J. |
| author_sort | Paris, Lisa |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media progressively infiltrates all aspects of contemporary life, individuals and organisations are opting to use technology in highly adaptive ways; as a result, they have to navigate both the positive aspects and pitfalls of the medium. In this paper we examine whether university Facebook© support groups, coupled with professional standards training and moderator involvement by university staff, enhanced ATP outcomes for pre-service teachers in art and science. |
| first_indexed | 2025-11-14T09:22:00Z |
| format | Journal Article |
| id | curtin-20.500.11937-44628 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:22:00Z |
| publishDate | 2015 |
| publisher | Edith Cowan University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-446282017-09-13T14:09:29Z Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program Paris, Lisa Morris, J. Boston, J. Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media progressively infiltrates all aspects of contemporary life, individuals and organisations are opting to use technology in highly adaptive ways; as a result, they have to navigate both the positive aspects and pitfalls of the medium. In this paper we examine whether university Facebook© support groups, coupled with professional standards training and moderator involvement by university staff, enhanced ATP outcomes for pre-service teachers in art and science. 2015 Journal Article http://hdl.handle.net/20.500.11937/44628 10.14221/ajte.2015v40n9.9 Edith Cowan University fulltext |
| spellingShingle | Paris, Lisa Morris, J. Boston, J. Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program |
| title | Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program |
| title_full | Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program |
| title_fullStr | Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program |
| title_full_unstemmed | Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program |
| title_short | Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program |
| title_sort | facebook and the final practicum: the impact of online peer support in the assistant teacher program |
| url | http://hdl.handle.net/20.500.11937/44628 |