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Teaching Be Like … ”: An exploration of Instagram, teacher identity, and the best-loved self

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Resumo:This grounded theory study explores how teachers in the United States, the United Kingdom, and Portugal express their teacher identities and best-loved selves through Instagram. In each context, our findings suggest that Instagram can amplify or mute these teachers’ best-loved selves, represented by six categories and two cross-cutting themes. The teachers’ best-loved selves are shaped by a variety of contextual, personal, and pedagogical factors that manifest in multiple ways across countries. Teachers’ positioning on Instagram allows them to contour the expression of their teacher identity to specific communities, providing interactions with other teachers who express their best-loved selves in similar fashions across contexts and subjectivities. As teachers negotiate their identities and best-loved selves outside of the classroom, and in concert with their layered and intersected contexts, they influence a community of creativity, collaboration, and confluence both locally and internationally. Future research might further examine the spaces between teacher-creators and their audiences across additional platforms and national contexts, attending to the evolving stories that continue to shape teacher identity and community.
Autores principais:Cole, C.
Outros Autores:Zentell, S.; Rios, A.; Kraemer-Holland, A.; Matthews, S.; Flores, Maria Assunção
Assunto:Ciências Sociais::Ciências da Educação Educação de qualidade
Ano:2025
País:Portugal
Tipo de documento:artigo
Tipo de acesso:acesso embargado
Instituição associada:Universidade do Minho
Idioma:inglês
Origem:RepositóriUM - Universidade do Minho

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