| dc.description.abstract | The purpose of this paper is to better understand the current reflective teaching practices of in-service teachers and to determine whether TikTok may be an effective and sustainable reflective teaching tool. There has been much discussion surrounding reflective teaching and how to develop and encourage reflection in preservice teachers (Calderhead, 1989; Liston & Zeichner, 1987; Loughran, 2002; Yost et al, 2000). Whether in-service teachers are consistently reflecting on their practice or the ways in which they are reflecting is not fully understood.
Three assumptions guided this study. First, consistent and intentional reflection is an invaluable tool for teachers to grow professionally. Second, it is difficult to find the time to reflect meaningfully when teachers are wrestling with the everyday tasks and requirements of the job. Third, reflection is not a practice that can be meaningfully mandated. It has to be an organic teacher-owned process to be effective and sustainable.
There was a thorough investigation of the #teachertok community, and five teachers are showcased to demonstrate how this platform can be used to develop professionally. Also, an anonymous survey was distributed to in-service teachers to better understand how they are currently reflecting. Three teachers (one novice, two experienced) were asked to use TikTok to reflect on their teaching practices for a five-week intervention period. They participated in a small focus group both before and after the intervention and completed weekly check-in surveys, which summarized their reflections and gauged whether it was an onerous experience.
Results of the survey show that teachers are reflecting but not consistently. The findings of the intervention were positive, suggesting that TikTok is a useful reflective tool. | en_US |
