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E-grāmata: Facebook Mentoring and Early Childhood Teachers: The Controversy in Virtual Professional Identity

(Monash University, Australia)
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Facebook Mentoring and Early Childhood Teachers: The Controversy in Virtual Professional IdentityPalielināt
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This volume explores concepts of mentoring, leadership and issues faced by beginning early childhood teachers. Foregrounded against inadequate leadership and mentoring training in this sector, this book looks at how mentoring is exercised through Facebook. Mentoring through Facebook provokes a strong sense of freedom in terms of speech and influence. The benefits for using social media in mentoring includes minimizing costs and reaching mass numbers of mentees globally where knowledge can be shared and information gained. Whilst there is also a positive and active approach to mentoring, there is the danger of mentoring that misinforms, disempowers and alienates. This book will help active players in the early childhood sector in understanding the crucial nature of mentoring and its impact when used through Facebook and similar social media sites.

Preface x
Acknowledgements xii
List of abbreviations
xiii
Glossary of terms xiv
1 Introduction
1(34)
1.1 What this monograph is about
1(1)
1.2 The new way of being together
2(7)
1.3 Mentoring
9(9)
The definition of mentoring
9(1)
The purpose of mentoring
9(1)
Types of mentoring
10(2)
The benefits of mentoring
12(1)
What is effective mentoring?
12(1)
What makes a good mentor?
13(1)
The mentors and mentoring in this research
13(2)
The mentees -- early childhood beginning teachers
15(3)
1.4 Social media, Facebook and our changing sense of being
18(8)
The phenomenon of social media
18(2)
Who are we really? Heidegger's challenge to our virtual identity
20(6)
1.5 Social media and the early childhood teaching sector
26(9)
References
30(5)
2 Exploring the problem
35(10)
2.1 The exploration
35(1)
2.2 Phenomenology
35(10)
Researcher as participant
37(1)
Research design using phenomenological methods
38(1)
Methods
39(1)
Links to the rest of the research
40(1)
Justification of using phenomenology in mixed-methods
41(1)
Participants
41(1)
Thematic analysis
42(2)
References
44(1)
3 What is actually happening on Facebook?
45(18)
Revealing the phenomenon
45(1)
3.1 Analysis of Facebook pages
46(1)
3.2 Latent versus manifest data from dialogue-in-text
47(2)
3.3 Hot topics, sharing, emotionally driven expressions and unexpected phenomena
49(3)
Coding: emerging themes in dialogue
49(2)
Coding: emerging nature of dialogue
51(1)
3.4 Helpful mentoring
52(3)
3.5 Condescending and conflicting mentoring
55(3)
3.6 Unexpected phenomena
58(5)
Discussions about mentoring
59(1)
Unresponsive mentoring versus mentoring in abstract thinking
60(1)
Rants about theory and practice
61(1)
References
62(1)
4 Implications for future EC teachers
63(7)
4.1 Facebook culture in the early childhood sector
63(2)
4.2 Destabilisation in the virtual world of mentoring
65(3)
4.3 Intentionality: what are you doing here?
68(2)
References
69(1)
5 Future impact
70
5.1 Conclusive statements and recommendations
70(4)
Is Facebook just a platform for ranting?
71(1)
Is it about gratification?
72(1)
Is the intentionality behind mentoring authentic?
72(1)
Is the engagement on Facebook destabilising the profession?
73(1)
5.2 What impact is it really having?
74(1)
The impact on the mentor
74(1)
The impact on the mentee
74(1)
5.3 The next phase of research
75
References
75
Index 77
Sharryn Clarke is a lecturer at Monash University in the education faculty and has a background in early childhood education. She has previously worked in a variety of settings including teaching and operating education and care services, an education advisor in early intervention and as an assistant manager at the Victorian Department of Education and Training. She currently teaches a variety of units relating to policy development, partnerships, leadership and professional studies as well as child development and learning. Sharryn's research areas include mentoring and social media, family engagement and environmental studies.
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Permanent link: https://www.kriso.lv/db/97811347941712e.html
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