Abstract:
This study investigates current mentoring practices through Facebook and seeks to determine what early childhood beginning teachers believe are the fundamental influences upon them and their ability to cope as they enter the workforce. A significant gap of research exists regarding the effects of informal mentoring through Facebook, as Victorian beginning teachers begin to develop their professional identity. Macfarlane and Noble (2005) suggest that beginning teachers are more likely to develop positive skills and attitudes in formulating their pedagogical stance if they are supported by strong professional networks. However, as the early childhood sector is traditionally noted for lacking in adequate leadership, consultation and expert knowledge (Stamopoulos, 2012) mentoring has become somewhat of an ad-hoc system partially due to a lack of investment in early childhood leadership and mentoring training (Fenech, 2013; Walkington, 2005).
Data were collected from interactions of 26 beginning and experienced early childhood educators on Facebook pages and six of these educators were interviewed using a semi-structured approach. Initial findings have emerged from a thematic analysis guided by a conceptual participatory framework inspired by Heidegger and Dunst, which incorporates both an element of phenomenology and systematic approach.
Findings indicate that whilst Facebook can be a positive platform for sharing advice, there are also some discursive interactions occurring that is unsettling. This digression can sometimes be seen as fruitless and intimidating. Furthermore, a significant factor resulting from the findings implies that there are both arguments for continuing such interactions, but also a possible need for administrators to act as silencers for some members whose freedom of speech impacts upon the rights of others. Specific responses detailed that some participants felt they were able to vent, explore pedagogy and share experiences, whilst others felt that some mentors targeted them harshly, therefore increasing self-doubt. Administrators of the sites further confirmed that at times mentors had to be removed from the group for continued disrespectful engagement, unsolicited advice and intimidation of others.
Suggestions have emerged for a systematic approach to be used incorporating the ongoing formal sense of mentoring through social media linking the teacher’s pre-service tertiary institute. They believed that professional mentors from these institutes would be best placed for more effective online mentoring due to their proficient leadership skills and expert knowledge in the field. Beginning teachers further suggested that this might have a more positive impact upon them in their initial practices, professional growth and efficacy and motivation to retain positions as teachers.
Data were collected from interactions of 26 beginning and experienced early childhood educators on Facebook pages and six of these educators were interviewed using a semi-structured approach. Initial findings have emerged from a thematic analysis guided by a conceptual participatory framework inspired by Heidegger and Dunst, which incorporates both an element of phenomenology and systematic approach.
Findings indicate that whilst Facebook can be a positive platform for sharing advice, there are also some discursive interactions occurring that is unsettling. This digression can sometimes be seen as fruitless and intimidating. Furthermore, a significant factor resulting from the findings implies that there are both arguments for continuing such interactions, but also a possible need for administrators to act as silencers for some members whose freedom of speech impacts upon the rights of others. Specific responses detailed that some participants felt they were able to vent, explore pedagogy and share experiences, whilst others felt that some mentors targeted them harshly, therefore increasing self-doubt. Administrators of the sites further confirmed that at times mentors had to be removed from the group for continued disrespectful engagement, unsolicited advice and intimidation of others.
Suggestions have emerged for a systematic approach to be used incorporating the ongoing formal sense of mentoring through social media linking the teacher’s pre-service tertiary institute. They believed that professional mentors from these institutes would be best placed for more effective online mentoring due to their proficient leadership skills and expert knowledge in the field. Beginning teachers further suggested that this might have a more positive impact upon them in their initial practices, professional growth and efficacy and motivation to retain positions as teachers.