Media International Australia ( IF 2.441 ) Pub Date : 2022-01-06 , DOI: 10.1177/1329878x211068836 Catherine Hartung 1 , Natalie Ann Hendry 2 , Kath Albury 1 , Sasha Johnston 1 , Rosie Welch 3
During a tumultuous period marked by a global pandemic, forced lockdowns, and educational institutions going ‘digital by default’, TikTok has emerged as a key platform for teachers to connect and share their experiences. These digital practices have been widely celebrated for providing teachers with an outlet during a challenging time, though little is known about the particulars of TikTok's appeal among teachers and their followers. This article focuses on a teacher from South Australia, ‘Mr Luke’, whose upbeat TikTok videos capturing ‘#teacherlife’ have seen him grow a significant following. Drawing on interviews with Mr Luke and an Australian pre-service teacher who follows him, we consider their thoughts on TikTok and its relationship to professional practice. We identify key factors that have enabled TikTok's popularity among educators, with implications for both teacher education and social media scholarship.
中文翻译:
TikTok的老师们:职业身份表现中的一瞥和手势
在全球大流行、强制封锁和教育机构“默认数字化”的动荡时期,TikTok 已成为教师联系和分享经验的关键平台。这些数字实践因在充满挑战的时期为教师提供了一个出路而广受赞誉,尽管人们对 TikTok 在教师及其追随者中的吸引力的细节知之甚少。本文重点关注来自南澳大利亚的老师“卢克先生”,他在 TikTok 上捕捉到“#teacherlife”的乐观视频见证了他的大量追随者。通过对卢克先生和跟随他的澳大利亚职前教师的采访,我们考虑了他们对 TikTok 的看法及其与专业实践的关系。我们确定了启用 TikTok 的关键因素