Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2001

Full Length Research Paper

The impact of Facebook in teaching practicum: Teacher trainees’ perspectives

Sehnaz Baltaci Goktalay
  • Sehnaz Baltaci Goktalay
  • Uludag University, Faculty of Education, Department of Computer Education and Instructional Technologies, Turkey.
  • Google Scholar


  •  Received: 16 August 2015
  •  Accepted: 09 September 2015
  •  Published: 15 September 2015

Abstract

Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web 2.0 tools support a teaching practicum course at a large public university and to discuss Facebook in relation to feedback and informal learning. The use of Facebook in a university setting aims to encourage interactions among stakeholders, thus enhancing instant and appropriate feedback mechanisms and informal learning. Data were obtained by monitoring posts within a closed Facebook group and from a teacher trainee survey whereby teacher trainees indicated the ways in which they adapted to this technology. Findings indicate that teacher trainees have benefited from Facebook in receiving prompt feedback; communicating with their peers, supervisors and cooperative teachers; sharing knowledge; collaborating with their peers; and improving their professional performance. The observed benefits of Facebook use by teacher trainees should therefore be an important consideration for teacher education programs in the 21st century.

Key words: Teacher training, teacher trainees, clinical supervision model, Web 2.0, Facebook, feedback, teaching practicum.