ABSTRACT

Online communities have the potential to help teacher education programs inform and prepare future teachers to teach children equitably and confront social injustices. The purpose of this study was to gain a better understanding of the shared values and beliefs of teachers who operate as transformative intellectuals in online places. Findings were categorized based on the topic domains of interview questions. The study included six participants from two social-justice and human-rights oriented online communities of teachers, #SaturdaySchool and #EduColor. Three data sources, a demographic survey questionnaire, individual interviews, and fieldnotes, were used to answer the research question. Findings suggested that participants in both communities think that teachers should have access to and participate in online places in which teachers, teacher-educators, and activists engage in social-justice and human-rights work. The findings demonstrated that participants thought it was essential to have a venue for ongoing and reflective conversations. Additionally, the findings suggest that participants in both groups view their communities as places to challenge what they have learned in the past, connect with other teachers, and share professional experiences. Participants also view both communities as sources of encouragement and places to feel vulnerable.

摘要

在线社区有可能帮助教师教育计划为未来的教师提供信息和准备，以公平地教孩子并应对社会不公正。本研究的目的是更好地了解在网络场所作为变革性知识分子运作的教师的共同价值观和信念。调查结果根据面试问题的主题领域进行分类。该研究包括来自两个以社会正义和人权为导向的教师在线社区#SaturdaySchool 和#EduColor 的六名参与者。三个数据源，即人口调查问卷、个人访谈和实地记录，用于回答研究问题。调查结果表明，两个社区的参与者都认为教师应该可以访问和参与在线场所，教师、教师教育者和活动家从事社会正义和人权工作。调查结果表明，参与者认为有一个进行持续和反思对话的场所至关重要。此外，研究结果表明，两组的参与者都将他们的社区视为挑战他们过去所学、与其他教师联系和分享专业经验的地方。参与者还将这两个社区视为鼓励的来源和感到脆弱的地方。调查结果表明，这两个群体的参与者都将他们的社区视为挑战他们过去所学、与其他教师联系和分享专业经验的地方。参与者还将这两个社区视为鼓励的来源和感到脆弱的地方。调查结果表明，这两个群体的参与者都将他们的社区视为挑战他们过去所学、与其他教师联系和分享专业经验的地方。参与者还将这两个社区视为鼓励的来源和感到脆弱的地方。