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Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs

Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs

Amir Allan Aghayi, MaryAnn Christison
Copyright: © 2021 |Pages: 18
ISBN13: 9781799866091|ISBN10: 1799866092|ISBN13 Softcover: 9781799866107|EISBN13: 9781799866114
DOI: 10.4018/978-1-7998-6609-1.ch004
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MLA

Aghayi, Amir Allan, and MaryAnn Christison. "Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs." CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., IGI Global, 2021, pp. 82-99. https://doi.org/10.4018/978-1-7998-6609-1.ch004

APA

Aghayi, A. A. & Christison, M. (2021). Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs. In K. Kelch, P. Byun, S. Safavi, & S. Cervantes (Eds.), CALL Theory Applications for Online TESOL Education (pp. 82-99). IGI Global. https://doi.org/10.4018/978-1-7998-6609-1.ch004

Chicago

Aghayi, Amir Allan, and MaryAnn Christison. "Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs." In CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., 82-99. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6609-1.ch004

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Abstract

The purpose of the current research is to investigate the potential of a social media tool, known as Instagram, for teacher professional learning. The chapter describes a three-year research project, which used Instagram, to investigate the perceptions and beliefs of 1,500 practicing English language teachers relative to their professional development experiences on Instagram. Six research questions (RQs) framed the study and determined how we viewed and analyzed the data. Qualitative data from six types of activity feeds were analyzed through the processes of open and axial coding. The results indicated that teachers' perceptions and beliefs about Instagram as a tool for professional learning were positive. The professional learning provided teachers with extensive opportunities to work with multimodal texts, create networks and connections with other teachers, and develop their reflective skills.

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