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Re e ence o his pape in APA (6 h):
Helle e, I., Almås, A. G. & Bjø kelo, B. (2019). Becoming a p o essional digi al compe en eache .
P o essional De elopmen in Educa ion. doi: 10.1080/19415257.2019.1585381
This is he inal ex e sion o he a icle, i may con ain mino di e ences om he publishe ’s pd e sion.
1
Becoming a p o essional digi al compe en eache
Ing id Helle e, Aslaug G o Almås & B i a Bjø kelo
In oduc ion
Du ing eache educa ion, s uden eache s ansi ion om s uden s o eache s. Howe e ,
p o essional de elopmen o become a eache s a s long be o e a s uden eache en e s
eache educa ion, and expe iences and memo ies om many yea s ha e laid he ounda ion
o hei a i udes and belie s (Kö kö e al. 2016). These expe iences cons i u e an
impo an aspec o s uden eache s' p ac ical heo ies (Handal and Lau ås, 2000)
o ming he p o essional amewo k ha guides eache s when planning, ac ing, and
e lec ing on eaching and o he daily p o essional ac i i ies. Howe e , p o essional
lea ning o eache s aces ensions conce ning iden i y, social pa icipa ion, and li e
balance (Kimmons and Vele sianos 2015).
Also when i comes o membe ship in social ne wo king si es (SNSs), s uden eache s ha e o
mo e om a p i a e o a p o essional posi ion. When s uden eache s en e eache educa ion,
mos o hem ha e ex ensi e expe iences wi h he use o SNSs (XX 2013). As membe s o
SNS hey p esen hemsel es as p i a e pe sons as long as hey a e s uden s. Awa eness o
how o ac in social media is also pa o a p o essional lea ning p ocess. Ideas o p i acy and
eache conduc a e no ye su icien ly de ined in he online wo ld (Foulge e al. 2009).
Teache educa ion is epo ed o pay oo li le a en ion o s uden eache s’ digi al compe ence
(Tøm e e al. 2015), and a epo om he Cen e o ICT in No way emphasizes ha s uden
eache s need o de elop wha is called p o essional digi al compe ence (PDC) (Kelen ic e
al. 2017). Lea ning ou comes should be eached in se en di e en a eas whe e he newly
quali ied eache s a e supposed o be able o suppo hei pupils – o example, collabo a ion,
communica ion, and e hics – be o e he s uden eache can be decla ed o be p o essionally
digi al compe en , bu he epo says no hing abou how s uden eache s should gain his
compe ence. Lund e al. (2014) a gue ha we need o es ablish a link be ween PDC and a
mo e comp ehensi e pe spec i e on p o essionalism and p o essional lea ning.
A common c i icism among s uden eache s, in e na ionally as well as na ionally, is a
pe cei ed gap be ween p ac ical eaching (knowing how) and he uni e si y cou sewo k
(knowing wha ) (Finne e al. 2014, Ko hagen 2010, K e nbekk 2012). I is no enough o be
old how o ac as a digi al p o essional eache . Wha has been ecommended as a way o
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p epa e s uden eache s’ p o essional lea ning and o b ing oge he heo e ical and p ac ical
knowledge in eache educa ion is o wo k wi h speci ic cases (G a e e al. 2017). One
possible eason o his is ha e lec ion on expe iences and cases can enable in e play
be ween he conc e e example and o mal knowledge. This is he eason why we wan ed o
include cases as pa o he semi-s uc u ed in e iews in his s udy. The aim o he s udy was
o ocus on challenges and possibili ies conce ning PDC o s uden eache s in ansi ion
be ween a p i a e and a p o essional posi ion. This s udy is pa o a compa a i e s udy on
e hics, social media, and eache educa ion in No way and Aus alia (XX 2013). The esea ch
ques ions we e:
Wha kind o p i a e and p o essional expe iences do s uden eache s and newly quali ied
eache s ha e wi h SNSs, in his case Facebook (FB)?
How a e dilemmas connec ed o FB use among eache s and s uden eache s unde s ood?
How has he opic o FB been ea ed in eache educa ion?
Sel -unde s anding in SNSs
SNSs can be de ined as “web-based se ices ha allow indi iduals o 1) cons uc a public o
semi-public p o ile wi hin a bounded sys em, 2) a icula e a lis o use s wi h whom hey
sha e a connec ion, and 3) iew and a e se hei lis o connec ions and hose made by
o he s in he sys em” (boyd and Ellison 2007, p. 211). Pa icipa ion in SNSs ep esen s a
public o semi-public ex ension o daily li e. In he cu en s udy we ocus on FB as an SNS.
O he SNSs a e di e en and wo k in di e en ways – people o en use se e al, bu use hem
qui e di e en ly. FB has become he dominan SNS wo ldwide and is inc easingly used by
eache s and college acul y (As e han and Rosenbe g, 2015). In line wi h he socio-
cons uc i is iew on lea ning, lea ning managemen sys ems migh be eplaced by FB
because FB makes i easy o sha e in o ma ion and i encou ages discussions. FB migh also
wo k as an in eg al pa o s uden s’ ou ines and help o b idge in o mal and o mal lea ning.
Howe e , he e a e also wa nings agains he use o FB in educa ion. Ki schne and Ka pinski
(2010) ound nega i e ela ions be ween he ime s uden s spend on FB and hei academic
esul s. Ano he conce n is ha he bounda ies be ween p i a e in o ma ion and schoolwo k
migh become blu ed. FB is associa ed wi h iendship and p i acy (Ca e e . al 2008).
Ess (2009) a gues ha he e a e h ee undamen al di e ences be ween digi al and analogue
media, hus gi ing easons why digi al media e hics should be de eloped. Fi s , digi al media
ha e he abili y o os e ing con e gence, which makes i possible o sha e common
in o ma ion. Second, in o ma ion is easily sp ead. Thi d, digi al media’s in e ac i e abili ies
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make i possible o gi e esponses. Fu he , Ess a gues ha ac oss global cul u es p i acy is
ega ded as a alue. Acco ding o Kimmons and Vele sianos (2014), pa icipan s in FB a e
supposed o ha e a uni a y, au hen ic iden i y and o use hei eal names in o de o c ea e an
accoun . This means ha membe s ha e o decide how hey wan o p esen hemsel es as
pa icipan s in social media, o wha Kimmons and Vele sianos (2014) e e o as accep able
iden i y agmen s. As pa o hei p o essional lea ning p ocess, s uden eache s should
lea n how o shape hei pa icipa ion in SNS in ways hey belie e a e accep able o hei
audience. They should iew hei pa icipa ion as a di ec exp ession o hei sel -
unde s anding, and hey should eel ha his exp ession ep esen s only a small agmen o
hei la ge sense o sel (Kimmons and Vele sianos 2014, p. 295; Kimmons and Vele sianos
2015).
The way eme ging echnologies and social media a e expe ienced by educa o s is poo ly
unde s ood and inadequa ely esea ched (Vele sianos 2013). Fo eache s, he e is a ension
be ween he p i a e and he p o essional. P i acy can hus ake on ano he meaning when
indi iduals communica e jus as much and jus as easily wi h amilia as wi h unknown
indi iduals. In u n, issues and con e sa ions ha we e ea lie hidden in sec e w i en dai ies
and kep o in ima e con e sa ions wi h iends, a e now pos ed online. This can in u n lead
o alse ep esen a ions, o example, h ough cybe bullying (Ess 2009). Acco ding o an
Manen (2010), FB allows po en ial access o wha used o be ega ded as p i a e. E en i he
SNS o e s possibili ies o p o ec ion, he e is always a isk ha pic u es o sensi i e
in o ma ion migh end up in he w ong hands.
As pa o he p o essional de elopmen p ocess, a en ion should he e o e be paid o
unde s anding he a ie y o easons educa o s migh ha e o pa icipa ion in SNSs and how
hei pa icipa ion ela es o hei sense o sel -unde s anding (Kimmons and Vele sianos
2015). Mos p obably he easons o pa icipa ion ha e di e en pe sonal, p o essional, and
social componen s (XX 2013). The ela ionships educa o s ha e o iends, amily, colleagues,
and pupils a e di e en , and consequen ly hey will ac di e en ly wi hin he si es depending
on whom hey a e in e ac ing wi h. Use s o SNSs expe ience ha hey p esen only pa s o
hemsel es. Vele sianos (2013) ound ha s uden eache s show an au hen ic pa o
hemsel es and ha he pa hey wan o show di e s acco ding o hei audience. Tha s udy
showed ha s uden eache s p esen hemsel es in en ionally and in au hen ic ways, and he
implica ion o his is ha because accep able iden i y agmen s a e in en ional and au hen ic
i is impo an o u u e eache s’ p o essional de elopmen o gain con ol o e hei own
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SNS pa icipa ion. The e a e wo impo an easons o his. Fi s , because he p esen a ion is
conce ning he educa o ’s sel -unde s anding, i is impo an o be able o make indi idual
choices o how o p esen hemsel es and no be di ec ed by egula ions om hei espec i e
ins i u ions. Second, because he accep able iden i y agmen s a e ansi ional and migh be
collec ed o e a long pe iod o ime, he educa o ’s digi al oo p in s may be p oblema ic o
u u e ca ee aspi a ions. Based on hei s udy o s uden eache s, Kimmons and Vele sianos
(2015) conclude ha eache s canno a o d o li e he same li es as many o he p o essionals
do. SNSs a e ede ining he ways indi iduals in e ac and connec , and his has consequences
o s uden eache s’ p o essional de elopmen .
T ansi ion om s uden o eache
F om he ime om he s uden eache en e s eache educa ion un il he inal exam is
inished and he ce i ica e o each is ob ained, he s uden should go h ough a ansi ion
om a p i a e o a p o essional pe son. The e is supposed o be a shi in iden i y o sel -
unde s anding om s uden o eache . In his a icle, he concep sel -unde s anding is used in
line wi h Kelch e mans’ (2009a) unde s anding as an al e na i e o he e m “iden i y”. He
a gues ha sel -unde s anding e e s o he unde s anding he eache has o hei “sel ” a a
ce ain momen in ime (p oduc ), as well as o he ac ha his p oduc esul s om an
ongoing p ocess o making sense o pe sonal expe iences and o how hese expe iences ha e
an impac on he “sel ”. The eason o a oiding he concep o iden i y is ha i migh easily
be in e p e ed as a s a ic posi ion (p. 261). Fu he , Kelch e mans a gues ha h oughou hei
ca ee s eache s de elop a pe sonal in e p e a i e amewo k, which is a se o cogni ions ha
ope a e as lenses o eache s’ wo k, o how hey unde s and hemsel es as eache s, and o
how hey ac in hei jobs (Kelch e mans 2009b). Acco ding o Lee and Schalle (2016),
eache educa ion should a end o how p e-se ice eache s egula e his dual iden i y
be ween sel -as-a s uden and sel -as-a eache on hei jou ney o becoming a eache . On he
way o becoming p o essionals, s uden eache s ace a numbe o ensions connec ed o hei
sel -unde s anding conce ning social pa icipa ion and wo k-li e balance. Kimmons and
Vele sianos (2015) claim ha hese ensions ha e become e en mo e complica ed and
di icul o in e p e as s uden eache s ha e become membe s o SNSs.
The impo ance o e lec ion in eache educa ion and eache de elopmen is well
documen ed (Calde head 1989, Ko hagen and Vasalos 2005, LaBosky 1994, Schön 1987),
and e lec ion on expe iences om p ac ice as highligh ed by heo e ical pe spec i es ends o
be in luen ial o lea ning (Da ling-Hammond 2006, Zeichne 2010). The e m e lec ion
5
migh , howe e , be in dange o becoming a buzzwo d. In his con ex , he e m e lec ion
e e s o “bo h he skills and he a i ude o making one’s ac ions, eelings and expe iences he
objec o one’s hinking”, including mo al, poli ical, and emo ional dimensions (Kelch e mans
2009 b, p. 267). The p e iously men ioned gap be ween heo y and p ac ice is well known in
eache educa ion (Finne e al. 2014, Ko hagen 2010, K e nbekk 2012), and analyzing and
e lec ing upon cases is ega ded as a way o p epa e s uden eache s o hei u u e wo k
and o b ing oge he heo e ical and p ac ical knowledge (G a e e al. 2017). Wo king wi h
cases migh gi e s uden eache s al e na i e expe iences because hey ha e o ake he
pe spec i e o a eache and hus ob ain a nuanced unde s anding o he complexi y in ol ed
in eaching (G a e e al. 2017, Me se h 1996). In eaching, he e a e ew co ec answe s o
he ques ions o how o beha e, and consequen ly he e a e many dilemmas. Cases can hus
help o p epa e o unce ain si ua ions ha s uden s will ha e o handle as u u e
p o essionals (Me se h 1996, No h and B ookes 2017).
The use o cases seems o p o ide an a ec i e as well as a cogni i e ou come and o p omo e
c i ical hinking (G a e e al. 2017), and i helps s uden eache s o lea n o iden i y
p oblems and o become awa e o di e en pe spec i es ha a e c ucial o eache s’ c i ical
hinking (Ha ing on 1995). S uden eache s ha e spen many yea s as pupils hemsel es and
migh implici ly hink hey know how o beha e as eache s (G a e e al. 2017). Asking
s uden eache s o e lec on hei ixed ideas migh he e o e os e di e en in e p e a ions
o complex si ua ions. Acco ding o Kim e al. (2006) case-based easoning is no only a
p e alen e e yday easoning s a egy, bu also synonymous wi h deep lea ning (p. 5).
The No wegian con ex
No wegian eache educa ion has been c i icized o a lack o ocus on digi al compe ence
(Tøm e e al. 2015). The main conclusion o a na ional esea ch epo including 19 o he 21
eache educa ion ins i u ions in No way is ha de elopmen o PDC is poo ly ancho ed in he
leade ship in eache educa ion and ha mos o he educa ion lacks a gene al app oach o he
de elopmen o such compe ence. In addi ion, he PDC among eache educa o s in No way is
weak (Tøm e e al. 2013).
Ano he epo om he Cen e o ICT in No way emphasizes ha s uden eache s need o
de elop hei PDC (Kelen ic e al. 2017), bu he concep o PDC is no de ined in he epo .
Lund e al. 2014 a gue o he unde s anding o PDC as:
6
Comp ising a deep unde s anding o echnology, knowledge o s uden s’ lea ning
p ocesses, and an unde s anding o he speci ic disciplina y p ac ices and ea u es
cha ac e izing indi idual school subjec s (p. 281)
The ambi ion om he na ional Cen e o ICT in educa ion is o place he concep o PDC
wi hin he co e o eache educa ion ins i u ions in No way. F om he s uden eache ’s
pe spec i e, his means os e ing he abili y o design lea ning p ocesses h ough lea ning
objec i es, o choose means and ypes o e alua ion, and o selec app op ia e echnology o
suppo (Kelen ic e al. 2017). In o de o become digi ally compe en p o essional eache s,
s uden eache s should de elop knowledge, skills, and gene al compe ence in se e al ields,
including e hics and he e ec o echnology on schools and socie y. Fu he , a digi ally
compe en p o essional eache should unde s and he possibili ies o how o in eg a e
echnology and subjec s, how o be he leade o lea ning p ocesses ha include he use o
echnology, and how o use echnology in communica ion, and hey should be conscious o
he ac ha echnology is in cons an de elopmen . F om he pe spec i e o eache
educa o s, de eloping PDC means o ac i ely use echnology in hei own eaching and
e alua ion o s uden s and o make speci ic didac ic choices wi hin subjec con ex s ha
s uden s should adop and e lec upon (O es ad e al. 2014). Acco ding o Molande and
Te um (2008), being a p o essional means being able o handle a ask in a quali ied, co ec ,
o ideal manne (p. 18). In ou s udy, he e m “compe ence” is unde s ood as he o al sum o
quali ica ions a pe son needs in o de o ac in a p o essional manne (Ille is 2009).
Me hods
This pape is based on No wegian da a om he hi d da a collec ion in a compa a i e s udy
on e hics, social media, and eache educa ion in No way and Aus alia (XX 2013) ha was
conduc ed o e h ee pe iods o da a collec ion be ween 2011 and 2013.
This s udy should be de ined as a case s udy. Case s udies a e sui able o answe ing esea ch
ques ions ha a ise om a desi e o unde s anding complex social phenomena. Acco ding o
Yin (1994), a case s udy is app op ia e when why and how ques ions a e being asked abou a
con empo a y se o e en s o e which he esea che has li le o no con ol (p. 9). The case
migh be seen as “a hing, a single en i y, a uni a ound which he e a e bounda ies” (Me iam
1998, p. 27). As he p oduc o esea ch, a case s udy is an in ensi e, holis ic desc ip ion and
analysis o a single en i y, phenomenon, o social uni (ibid). Acco ding o Ha ch (2002),
7
de ining he bounda ies, o speci ying he uni o analysis, is he key decision in case s udy
design. The uni o analysis in his s udy is s uden s’ expe iences and e lec ions conce ning
he use o SNSs in hei ansi ion om p i a e o p o essional indi iduals.
P ocedu e
T1. The app oached sample a T1 we e p e-se ice eache s s udying a six eache educa ion
ins i u ions in No way. The eache educa ion ins i u ions we e app oached h ough
ga ekeepe s (i.e., pe sonnel whom he esea che s al eady knew). Pape -based ques ionnai es
we e pe sonally dis ibu ed by one o he au ho s and illed ou be o e, du ing b eaks, o
ollowing a plena y lec u e, wi h an ac oss-si e esponse a e o abou 80% (N = 475).
T2. A T2, he pa icipan s in T1 who ga e hei consen o be app oached o a ollow up (n =
166, 35%) we e con ac ed by ex message. O hese, a o al o 40 pa icipan s (24%)
esponded in a way ha i was possible o hem o ecei e a ollow up web-based
ques ionnai e. O hese, a o al o 35 pa icipan s (87.5%) pa icipa ed, and o hese 14 (40%)
consen ed o pa icipa e in T3.
T3. A T3, se en pa icipan s (50%) pa icipa ed, and hese made up he sample o he cu en
s udy based on semi-s uc u ed in e iews wi h cases. All h ee measu emen poin s we e
app o ed by he No wegian Social Science Da a Se ices. Open, closed, and nume ic
esponse ca ego ies we e applied and nume ical and ex da a analyses we e conduc ed.
Nume ic desc ip i e analyses we e pe o med wi h IBM SPSS 22, and open esponse
ca ego ies we e analyzed wi h NVi o 10 and 11, Mic oso Wo d, and empla e analysis
(King 1998) as inspi ed by a he meneu ic unde s anding (Gadame 2004/1975).
Sample
In o ma ion on he se en in o man s in he cu en in e iew s udy (T3) is gi en in Table 1.
Table 1. nea he e
In e iew guide
The semi-s uc u ed in e iew guide was de eloped based on he opics co e ed in he
ques ionnai es as well as on expe iences om he p e ious s udies. The ques ions asked abou
p e-se ice eache s and eache s’ p o essional de elopmen h ough SNSs, including
expe ienced bounda ies, ansi ions, and g ey a eas be ween p i a e and p o essional use o
8
SNSs. Ques ions asked abou SNS use (p i a e and p o essional), po en ial changes a e
becoming a p o essional, e lec ions on p i a e and p o essional SNS use, and ac o s ha
migh in luence p o essional beha io on SNSs. A he end o he in e iew, he in e iewees
we e in oduced o wo cases and asked o gi e a esponse.
Cases
A he end o he in e iew he in e iewees we e p esen ed wi h wo di e en cases ha hey
we e supposed o espond o. The wo cases we e de eloped inspi ed by Fougle e al. (2009).
The concep o “case” is unde s ood he e as a eal o ealis ic si ua ion om he p ac ice ield
ha was p esen ed and e lec ed upon. The i s case deal wi h a s uden eache who was
unde sui abili y assessmen by he eache educa ion ins i u ion’s boa d because he had
be iended pupils in one o he classes he had been eaching as pa o his p ac icum. The
pa icipan s we e supposed o discuss how he assessmen boa d should eac and why. The
second case was a eache who disco e ed ha he colleague and iend, and who was also he
niece’s eache , was iends wi h some o he pupils on FB and “liked” he pos s o a small
selec ion o he pupils. The in e iewees we e asked wha hey as eache s would do in such a
si ua ion. Acco ding o Fougle e al. (2009), case-based app oaches can be e ec i e in
eache educa ion o cons uc ing knowledge, de eloping c i ical knowledge skills, and
ecognizing mul iple pe spec i es (p. 6). Ou mo i es o adding he cases o he in e iew
guide we e wo old; i s , we wan ed he s uden eache s and newly quali ied eache s o
expe ience he case-based app oach, and second we wan ed hem o e lec upon p i a e and
p o essional dilemmas acco ding o he esea ch ques ions.
Limi a ions
A limi a ion wi h his s udy migh be ha i only included se en in o man s. When we asked
he 40 in o man s who esponded h ough SMS who we e willing o mee us o an in e iew,
we had no con ol conce ning how many esponden s we would ge . Howe e , in quali a i e
s udies he aim is o ge a deepe unde s anding o he phenomenon ha is unde s udy.
Acco ding o K ale (1996), a quali a i e esea ch in e iew a emp s o unde s and he wo ld
om he subjec ’s poin o iew. Acco dingly, he numbe o subjec s depends on he s udy’s
pu pose (p.102), which in ou case was o ge a deepe unde s anding o s uden eache s’
p i a e and p o essional expe iences wi h FB. We ound se en in o man s o be enough o
answe ou esea ch ques ions.
15
ela ion o such use o sel -unde s anding is no men ioned. Wha his s udy shows is ha
becoming a p o essional eache in a digi al wo ld includes mo e han being able o design
pedagogical lea ning ac i i ies suppo ed by echnology. In he ansi ion om s uden o
eache , s uden eache s should be awa e o , and ake esponsibili y o , how hey wan o
p esen hemsel es as p o essional eache s in social media h ough wha Kimmons and
Vele sianos (2014) e e o as accep able agmen s o iden i y. This means ha hey ha e o
de elop an awa eness o hei sel -unde s anding as digi al eache s. Becoming awa e o
hese challenges should be pa o s uden eache s’ p o essional lea ning. Fu he , ou s udy
shows ha pupils also p esen agmen s o hei own iden i ies, and consequen ly eache s
should be able o guide hem in how o beha e in SNS communica ion. Pa icipa ion in SNSs
ep esen s a semi-public ex ension o daily li e and p i a e in o ma ion, and acco ding o Ess
(2009) p i acy conce ning digi al media e hics should be e lec ed upon and discussed.
Teache s a e esponsible o suppo ing young people in hei way o unde s anding
hemsel es and in how hey ela e o each o he and a e o ac as good ole models. How
should s uden eache s gain compe ence as u u e digi al p o essionals? Wha a e he
challenges and possibili ies ha eache educa ion is acing? I is no enough o be old how o
do i .
Consequences o eache educa ion
How should eache educa ion mee he challenges o suppo ing s uden eache s o become
p o essional digi al compe en ? Acco ding o Lund e al. (2014), he e a e wo implica ions
o eache educa ion in suppo ing s uden eache s’ de elopmen o PDC. The i s is o
ocus on he aspec s o digi al echnologies ha a e gene ic o he eaching p o ession such as
undamen al assump ions abou lea ning and eaching, he epis emological consequences, and
how echnologies dis up exis ing p ac ices. The o he implica ion is ha eache educa ion
should be sensi i e o he mo e speci ic disciplina y p ac ices and ea u es cha ac e izing
each indi idual school subjec (p. 293). We do no disag ee wi h his; howe e , we hink his
is no enough o de elop he quali ica ions ha s uden eache s need in o de o ac as
p o essionals (Ille is 2009) and o be able o handle asks in a quali ied, co ec , o ideal
manne (Molande and Te um 2008).
Pe sonal expe iences on SNSs a e linked o p i acy (Ess 2009), and his also seems o be he
case in his s udy whe e nega i e expe iences a e nei he discussed by he s a no among
ellow s uden s. Nega i e expe iences may be emba assing and a e kep in sec e o pupils
as well as s uden s and eache s. The s uden eache s do no necessa ily seem o be awa e o
16
he connec ion o hei pupils’ p i a e and some imes nega i e expe iences. Consequen ly, he
issue o p i acy and emba assmen connec ed o SNSs should be hema ized as pa o he
p o essional lea ning p ocess in eache educa ion.
One possible way is o s a wi h he s uden eache s’ sel -unde s anding as digi ally
compe en p o essionals because as u u e eache s hey will ge ew p esc ip ions o how o
beha e. Depending on he con ex , he poin s men ioned in he epo om he Cen e o ICT
will be handled di e en ly. Consequen ly, eache s should ha e a consciousness conce ning
hei sel -unde s anding as digi ally compe en eache s and should ha e a epe oi e o
echniques o how o ac . P o essional de elopmen o become a eache s a s long be o e a
s uden eache en e s eache educa ion (Kö kö e al. 2016). Re lec ion on pe sonal sel -
unde s anding as membe s o SNSs is a way o s a in o de o become digi ally compe en
p o essionals. In he ansi ion om p i a e o p o essional, s uden eache s no only ha e o
gain con ol o hei own SNS pa icipa ion (Kimmons and Vele sianos 2014, 2015), bu hey
also ha e o de elop a consciousness o how o deal wi h hei pupils’ communica ion.
Theo ies and concep s a e di icul o adap (Hamme sness, e al., 2002), and he challenge o
eache educa ion is i s o all o c ea e possibili ies o e lec ion (Calde head 1989,
Ko hagen and Vasalos 2005, LaBosky 1994, Schön 1987). One o ou indings was ha he
in o man s in ou s udies o e ime pe cei ed he possibili y o e lec as use ul in ega ds o
anscending om p i a e o p o essional SNS use. Wo king wi h cases migh be a
pa icula ly powe ul means o suppo ing s uden eache s in hei ansi ion o p o essional
eache s (Hamme sness e al. 2002). Cases migh be based on s uden eache s’ pe sonal
expe iences as well as on examples om o he s’ p ac ices and expe iences wi h SNS and
educa ion (XX 2017).
17
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