Engaged Pedagogical Action

This paper will describe the results of research that examined images of classroom practice posted by teachers on the social media platform Twitter. Online classroom images were examined for the theorizing they represent and produce in order to better understand how teaching and learning are conceptualized in contemporary practice. The images of classroom work within this study are seen not just as technological acts but as acts of ontological and epistemological significance, not just reflections of classroom practice but as constructions of social meaning. Using a combination of visual thematic and interpretive discourse analysis, teachers’ postings are interpreted as moments in which good practice and the teaching self are made visible within currently available vocabularies and as an ongoing project of self-understanding and engaged pedagogical action with others. The presentation will highlight ways that teachers’ curricular thinking is connected to contemporary public and political discourses and how social media practices can engage teachers in the social reconstruction of the public sphere.

Pedagogy, Curriculum, Classroom Practice, Social Media

Pedagogy and Curriculum

Paper Presentation in a Themed Session

  • Ronna Mosher
    • Assistant Professor, Werklund School of Education, University of Calgary, Canada Alberta, Canada