In a climate of
rapid digital change many teachers face the challenge of continuously
professionalising their practice. It is clear to many researchers that the
professional development of teachers is key in improving the quality of education.
This case study investigates the perceived value of Twitter as a Network of
Practice (NoP) in the light of the Continuing Professional Development (CPD) of
twelve teachers in Flemish secondary education. Although the area of CPD has
received much academic attention, an objectivist view towards CPD still firmly
is in place. The teacher is in need of specific knowledge and skills in order
to meet a ‘deficit’ in his professional practice. This case study investigates the possibility that
there is another approach to CPD namely one that is grounded in the experience
of inspiration. Teachers learn from abundance of knowledge instead of assuming
they need particular knowledge and skills to fill a gap in their professional
practice. I will argue that this process of inspiration as knowing can co-exist
with the more traditional deficit view of CPD. The analysis of ‘inspiration through
Twitter’ has shown a positive impact on work mastery and increased openness to professional
experiences. The use of the social medium has lead to engagement with
professionals beyond the own school borders and contributes to increased levels of work satisfaction.
I will also highlight how the non-linear nature of Twitter reflects this
shifted direction of CPD and how the use of mobile devices strongly correlates
to the inspirational process of teachers’ professional development.
Key words
Networks of Practice, Twitter, Continuing Professional Development (CPD), perceptions, inspiration, constructivist grounded theory.
Bram Bruggeman
Dissertation February 2016
Supervisor: Richard Pountney, School of Education, Sheffield Hallam University (UK)
> Suggested: Part one Introduction: Preamble