MICROBLOGGING AND PROFESSIONAL IDENTITY FORMATION IN FUTURE ENGLISH TECHERS MICROBLOGGING AND THE ARCHITECTURE OF PROFESSIONAL IDENTITY IN PRE-SERVICE ENGLISH EDUCATORS
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The traditional trajectory of teacher education has often been criticized for the “theory-practice gap”-a disconnect between university coursework and the lived reality of the classroom.Abstract
The transition from student to professional educator is a complex psychological and sociological journey. For future English teachers, this “becoming” is increasingly mediated by digital environments. This article examines the role of microblogging (short-form digital communication) in the formation of Professional Identity (PI). Utilizing a sociocultural framework, the study argues that microblogging platforms function as “third spaces” where theoretical pedagogical knowledge meets community-based practice. By analyzing the mechanics of networked learning, the article demonstrates how microblogging enhances self-efficacy, emotional resilience, and professional belonging.
References
Boyd, D. (2014). It's Complicated: The Social Lives of Networked Teens. Yale University Press. (Context on networked publics).
Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education.
Gee, J. P. (2017). Identity as an Analytic Lens for Research in Education. Review of Research in Education.
Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the management of professional identity. Computers & Education.
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Learning in a landscape of practice: A framework. Routledge.
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