Considering a Twitter-Based Professional Learning Network in Literacy Education

This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitter-based professional learning network focused on disciplinary literacy. Participants completed blog reflections and anonymous online surveys to reflect on their experiences, which served as data for this study. A phenomenological approach was used to analyze data, and three themes emerged from analysis related to preservice teachers’ perceptions: (a) the complexity of posting professional resources and ideas to Twitter, (b) skepticism concerning participation in an online professional learning network, and (c) value in access to multiple educators, disciplinary experts, and classroom resources. Implications for these results are discussed in regard to developing professional learning networks in preservice teacher education to support disciplinary literacy.