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An exploratory study comparing pre-service teachers’ experiences and perceptions of e-professionalism
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- Author / Creator
- McCallum, Kendra N.
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E-professionalism is a pressing issue in the digital age as internet and social networking become increasingly integrated into society’s way of communicating and accessing information (Kaczmarczyk et al., 2013). Given their role in society, teachers, in particular, are faced with challenges as they attempt to balance their personal lives and professional obligations in the digital age (Garner & Sullivan, 2010). This study explored e-professionalism by comparing the perceptions and experiences of pre-service teachers who differed in their opinions related to whether maintaining professionalism online is possible. Four focus groups were conducted, and an Interpretative Phenomenological Analysis approach identified five themes related to barriers and enablers of e-professionalism. Implications of the current study are discussed related to maintaining relevant and attainable professional standards for teachers within an evolving digital environment; and specifically for informing initial teacher education programs and developing technology-related policies.
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- Subjects / Keywords
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- Graduation date
- Fall 2013
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.