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İki Ucu Keskin Bıçak: Öğretmen Adaylarının Fenomen Öğretmenler Hakkındaki Algılarının Q Yöntemi ile İncelenmesi

Yıl 2025, Cilt: 27 Sayı: 2, 257 - 266

Sevgi Yıldız , İbrahim Karagöl

https://doi.org/10.17556/erziefd.1607897

Öz

Bu çalışma öğretmen adaylarının sosyal medya fenomeni öğretmenlere yönelik algılarını araştırmaktadır. Araştırmacılar Q metodunu kullanarak gerçekleştirdikleri çalışmalarında iki farklı görüş belirlemiştir. Öğretmen adaylarının ilk grubu fenomen öğretmenlerin sıklıkla öğrenci mahremiyetini tehlikeye atarak mesleki etiği ihlal ettiğine ve potansiyel olarak zararlı bir etkileme modelini teşvik ettiğine inanmaktadır. Bu öğretmen adayları fenomen öğretmenlerin sınıf içeriğini sosyal medyada paylaşma uygulamasına karşı çıkmaktadır. Ancak ikinci grup öğretmen adayları fenomen öğretmenleri yenilikçi uygulamalar ve artan mesleki coşku ile öğretmenliğe katkıda bulunan olumlu rol modeller olarak görmektedir. Bu grup sosyal medyanın eğitim deneyimlerini paylaşmak için bir platform olarak kullanılmasını desteklemektedir. Çalışma, sosyal medyanın öğretmenler için güçlü bir araç olmasına rağmen, etik standartları ve öğrenci mahremiyetini korumanın çok önemli olduğunu ortaya koymaktadır. Bu durumda eğitim politikacılarının sosyal medya fenomen öğretmenlerinin davranışlarını düzenlemek için yönergeler geliştirmesi önerilmektedir.

Anahtar Kelimeler

fenomen öğretmenler fenomen öğretmenlik öğretmen adayları sosyal medya Q metodu

Kaynakça

  • Abe, P., & Jordan, N. A. (2013). Integrating social media into the classroom curriculum. About Campus, 18(1), 16-20. https://doi.org/10.1002/abc.21107
  • Akkaya, B., & Kanadlı, S. (2019). Teachers 'views on using social media as a educational tool. Journal of Advanced Education Studies, 1(2), 115-127. http://dergipark.org.tr/tr/pub/ejaes/issue/50702/620027
  • Ananto, P., & Ningsih, S. K. (2023). An examination of Indonesian teachers’ and students' perception and level of digital citizenship. Heliyon, 9(8). https://doi.org/10.1016/j.heliyon.2023.e18987
  • Arantes, J. & Buchanan, R. (2022). Say goodbye to 'Teacher Influencers' and hello to 'Educational Data Advocates'. Learning, Media and Technology. ISSN 1743-9884.
  • Aydoğmuş, M., Tut, E. & Karadağ, Y. (2023). Teachers' experiences regarding the use of social media for educational purpose. International Journal of Psychology and Educational Studies, 10(1), 69-82. https://doi.org/10.52380/ijpes.2023.10.1.855
  • Barrot, J. S. (2018). Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning, 34(6), 863-875. https://doi.org/10.1111/jcal.12295
  • Bartlett, J. E., & DeWeese, B. (2015). Using the q methodology approach in human resource development research. Advances in Developing Human Resources, 17(1), 72-87. https://doi.org/10.1177/1523422314559811
  • Brady, S R., McLeod, D A., & Young, J A. (2015). Developing ethical guidelines for creating social media technology policy in social work classrooms. Indiana University School of Social Work, 16(1), 43-54. https://doi.org/10.18060/17977
  • Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science. New Haven, CT: Yale University Press.
  • Brown, S. R. (1996). Q methodology and qualitative research. Qualitative Health Research, 6(4), 561-567. https://doi.org/10.1177/104973239600600408
  • Carpenter, J. P., & Harvey, S. (2019). “There's no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86, https://doi.org/10.1016/j.tate.2019.102904
  • Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020a). How and why are educators using Instagram? Teaching and teacher education, 96, 1-14. https://doi.org/10.1016/j.tate.2020.103149
  • Carpenter, J. P., Shelton, C. C., & Schroeder, S. E. (2023). The education influencer: A new player in the educator professional landscape. Journal of Research on Technology in Education, 55(5), 749-764. https://doi.org/10.1080/15391523.2022.2030267
  • Carpenter, J. P., Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2020b). Spam and educators' twitter use: methodological challenges and considerations. TechTrends: Linking Research and Practice to Improve Learning, 64(3), 460-469. https://doi.org/10.1007/s11528-019-00466-3
  • Cheng, Y. C., & Tsui, K. T. (1999). Multimodels of teacher effectiveness: Implications for research. The Journal of Educational Research, 92(3), 141-150.
  • Chromey, K. J., Duchsherer, A., Pruett, J., & Vareberg, K. (2016). Double-edged sword: Social media use in the classroom. Educational Media International, 53(1), 1-12. https://doi.org/10.1080/09523987.2016.1189259
  • Cole, M., Brynn Hibbert, D. & Kehoe, E. (2013). Students’ perceptions of using Twitter to interact with the instructor during lectures for a large-enrollment chemistry course. Journal of Chemical Education, 90(5), 671-672. https://doi.org/10.1021/ed3005825
  • Danielson, S. (2009). Q methods and surveys: Three methods to combine Q and R. Fields Methods.
  • Devi, K.S., Gouthami, E., & Lakshami, V.V. (2019). Role of social media in teaching-learning process. JETIR, 6(1), 96-103. https://www.researchgate.net/publication/330497773_Role_of_Social_Media_in_Teaching-Learning_Process
  • Donner, J. C. (2001). Using Q-sorts in participatory processes: An introduction to the methodology. Social Development Papers, 36, 24-49.
  • Dousay, T. A., Graves Wolf, L., Santos Green, L. & Asino, T. (2018). Rise of the “teacher influencers”: Examining the benefits and conundrums. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1031-1033). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 4, 2024 from https://www.learntechlib.org/primary/p/182650/
  • Downes S. (2012). Connectivism and connective knowledge. Essays on meaning and learning networks. https://www.oerknowledgecloud.org/archive/Connective_Knowledge-19May2012.pdf
  • Eveler, E. A. (2022). Teachers of instagram: A collective case study exploring the use of social media by k–12 teachers [Doctoral dissertation, Baylor University]. ProQuest Dissertations & Theses Global.
  • Forbes, D. (2017). Professional online presence and learning networks: educating for ethical use of social media. International Review of Research in Open and Distributed Learning, 18(7), 175–190. https://doi.org/10.19173/irrodl.v18i7.2826
  • Foroughi, A. (2015). The theory of connectivism: Can it explain and guide learning in the digital age?. Journal of higher education theory and practice, 15(5), 11.
  • Gil-Quintana, J., & Vida de León, E. (2021). Educational influencers on Instagram: Analysis of educational channels, audiences, and economic performance. Publications, 9(4), 43. https://doi.org/10.3390/publications9040043
  • Gökçe Toker, A. & Kaya, O. (2023). Teacher’s opinions on social media phenomenal teachers (instagram example). 8th International New York Academic Research Congress on Humanities and Social Sciences Proceedings Book, 77-87.
  • Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), 1064-1069.
  • Greenhow, C. Staudt Willet, K. B. & Galvin, S. (2021). Inquiring tweets want to know: Edchat supports for Remote Teaching during COVID-19. British Journal of Educational Technology, 52(4), 1434–1454. https://doi.org/10.1111/bjet.13097
  • Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020). A decade of research on K–12 teaching and teacher learning with social media: Insights on the state of the field. Teachers College Record, 122(6), 1-72. https://doi.org/10.1177/016146812012200602
  • Hartung, C., Ann Hendry, N., Albury, K., Johnston, S., & Welch, R. (2023). Teachers of TikTok: Glimpses and gestures in the performance of professional identity. Media International Australia, 186(1), 81-96. https://doi.org/10.1177/1329878X211068
  • Hazar, M. (2011). Sosyal medya bağımlılığı-bir alan çalışması, İletişim Kuram ve Araştırma Dergisi, 32, 151-175.
  • Husaj, S. (2015). Connectivism and connective learning. Academic Journal of Interdisciplinary Studies, 4(1), 227-231.
  • Jung, I. (2019). “Connectivism and networked learning”. In I. Jung (Eds.), Open and Distance Education Theory Revisited: Implications for the Digital Era (pp. 47-55). Springer, Gateway East.
  • Kathleen Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review, 39(4), 675-685.
  • Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distributed Learning, 9(3), 1-13.
  • LaGarde, J. (2019, September 24). Education influencers, please disclose your partnerships with vendors. School Library Journal. https://www.slj.com/?detailStory=EducationInfluencers-librarians-Please-Disclose-Your-Partnerships-with-Vendors-Opinion
  • Lauricella, A. R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158, 103989. https://doi.org/10.1016/j.compedu.2020.103989.
  • McKeown, B., & Thomas, D. (2013). Q methodology (2nd ed.). Sage Publication.
  • Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211-226. https://doi.org/10.1108/PRR-10-2021-0060
  • Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003
  • Ramlo, S. (2016). Centroid and theoretical rotation: Justification for their use in Q methodology research. Mid-Western Educational Researcher, 28(1), 73–92. https://www.mwera.org/MWER/volumes/v28/issue1/v28n1-Ramlo-SPECIALIZED-RESEARCH-STATISTICAL-METHODS.pdf
  • Reinstein, J. (2018, August 31). Teachers are moonlighting as Instagram influencers to make ends meet. BuzzfeedNews. https://www.buzzfeednews.com/article/juliareinstein/teachers-instagram-influencers-school-tpt-pinterest.
  • Rinda, R. K. Novawan, A. & Miqawati, A. H. (2018). Students’ perspectives on social media-based learning of writing through Instagram. Journal of English in Academic and Professional Communication, 5(1), 23-33. https://download.garuda.kemdikbud.go.id/article.php?article=3396119&val=29792&title=Students%20perspectives%20on%20social%20media-based%20learning%20of%20writing%20through%20Instagram
  • Robbins, P., & Krueger, R. (2000). Beyond bias? The promise and limits of Q method in human geography. The Professional Geographer, 52(4), 636–648. https://doi.org/10.1111/0033-0124.00252
  • Saldaña, C. M., Welner, K., Malcolm, S., & Tisch, E. (2021). Teachers as market influencers: Towards a policy framework for teacher brand ambassador programs in K-12 schools. Education Policy Analysis Archives, 29(109), 1-36 https://doi.org/10.14507/epaa.29.5654
  • Sarıdaş, G., & Deniz, L. (2018). The teachers’ view about the effects of online learning communities on professional development. Journal Of Contemporary Administrative Sciences, 5(1), 11-41. https://www.researchgate.net/publication/339181314_The_Teachers'_View_About_The_Effects_Of_Online_Learning_Communities_On_Professional_Development
  • Sawyer, A. G, Dredger, K., Myers, J., Barnes, S., Wilson, R., Sullivan, J., & Sawyer, D. (2019). Developing teachers as critical curators: investigating elementary preservice teachers’ inspirations for lesson planning. Journal of Teacher Education, 71(1), 518-536. https://doi.org/10.1177/0022487119879894
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Double-edged Sword: Examining Pre-service Teachers’ Perceptions about Teacher Influencers Using Q Method

Yıl 2025, Cilt: 27 Sayı: 2, 257 - 266

Sevgi Yıldız , İbrahim Karagöl

https://doi.org/10.17556/erziefd.1607897

Öz

This study explored pre-service teachers' perceptions of teacher influencers on social media. Using the Q-method, the researchers identified two distinct viewpoints. The first group of pre-service teachers believed that teacher influencers often breach professional ethics by compromising student privacy and promoting a potentially harmful influencer teaching model. They argued against the practice of teacher influencers sharing classroom content on social media. The second group, however, viewed teacher influencers as positive role models who contribute to the profession through innovative practices and increased enthusiasm. They supported the use of social media as a platform for sharing educational experiences. The study suggests that while social media can be a powerful tool for teachers, it is crucial to maintain ethical standards and protect student privacy. Policymakers should consider implementing guidelines to regulate the online behavior of teacher influencers.

Anahtar Kelimeler

teacher influencers; influencer teaching; pre-service teachers; social media; Q method

Kaynakça

  • Abe, P., & Jordan, N. A. (2013). Integrating social media into the classroom curriculum. About Campus, 18(1), 16-20. https://doi.org/10.1002/abc.21107
  • Akkaya, B., & Kanadlı, S. (2019). Teachers 'views on using social media as a educational tool. Journal of Advanced Education Studies, 1(2), 115-127. http://dergipark.org.tr/tr/pub/ejaes/issue/50702/620027
  • Ananto, P., & Ningsih, S. K. (2023). An examination of Indonesian teachers’ and students' perception and level of digital citizenship. Heliyon, 9(8). https://doi.org/10.1016/j.heliyon.2023.e18987
  • Arantes, J. & Buchanan, R. (2022). Say goodbye to 'Teacher Influencers' and hello to 'Educational Data Advocates'. Learning, Media and Technology. ISSN 1743-9884.
  • Aydoğmuş, M., Tut, E. & Karadağ, Y. (2023). Teachers' experiences regarding the use of social media for educational purpose. International Journal of Psychology and Educational Studies, 10(1), 69-82. https://doi.org/10.52380/ijpes.2023.10.1.855
  • Barrot, J. S. (2018). Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning, 34(6), 863-875. https://doi.org/10.1111/jcal.12295
  • Bartlett, J. E., & DeWeese, B. (2015). Using the q methodology approach in human resource development research. Advances in Developing Human Resources, 17(1), 72-87. https://doi.org/10.1177/1523422314559811
  • Brady, S R., McLeod, D A., & Young, J A. (2015). Developing ethical guidelines for creating social media technology policy in social work classrooms. Indiana University School of Social Work, 16(1), 43-54. https://doi.org/10.18060/17977
  • Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science. New Haven, CT: Yale University Press.
  • Brown, S. R. (1996). Q methodology and qualitative research. Qualitative Health Research, 6(4), 561-567. https://doi.org/10.1177/104973239600600408
  • Carpenter, J. P., & Harvey, S. (2019). “There's no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86, https://doi.org/10.1016/j.tate.2019.102904
  • Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020a). How and why are educators using Instagram? Teaching and teacher education, 96, 1-14. https://doi.org/10.1016/j.tate.2020.103149
  • Carpenter, J. P., Shelton, C. C., & Schroeder, S. E. (2023). The education influencer: A new player in the educator professional landscape. Journal of Research on Technology in Education, 55(5), 749-764. https://doi.org/10.1080/15391523.2022.2030267
  • Carpenter, J. P., Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2020b). Spam and educators' twitter use: methodological challenges and considerations. TechTrends: Linking Research and Practice to Improve Learning, 64(3), 460-469. https://doi.org/10.1007/s11528-019-00466-3
  • Cheng, Y. C., & Tsui, K. T. (1999). Multimodels of teacher effectiveness: Implications for research. The Journal of Educational Research, 92(3), 141-150.
  • Chromey, K. J., Duchsherer, A., Pruett, J., & Vareberg, K. (2016). Double-edged sword: Social media use in the classroom. Educational Media International, 53(1), 1-12. https://doi.org/10.1080/09523987.2016.1189259
  • Cole, M., Brynn Hibbert, D. & Kehoe, E. (2013). Students’ perceptions of using Twitter to interact with the instructor during lectures for a large-enrollment chemistry course. Journal of Chemical Education, 90(5), 671-672. https://doi.org/10.1021/ed3005825
  • Danielson, S. (2009). Q methods and surveys: Three methods to combine Q and R. Fields Methods.
  • Devi, K.S., Gouthami, E., & Lakshami, V.V. (2019). Role of social media in teaching-learning process. JETIR, 6(1), 96-103. https://www.researchgate.net/publication/330497773_Role_of_Social_Media_in_Teaching-Learning_Process
  • Donner, J. C. (2001). Using Q-sorts in participatory processes: An introduction to the methodology. Social Development Papers, 36, 24-49.
  • Dousay, T. A., Graves Wolf, L., Santos Green, L. & Asino, T. (2018). Rise of the “teacher influencers”: Examining the benefits and conundrums. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1031-1033). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 4, 2024 from https://www.learntechlib.org/primary/p/182650/
  • Downes S. (2012). Connectivism and connective knowledge. Essays on meaning and learning networks. https://www.oerknowledgecloud.org/archive/Connective_Knowledge-19May2012.pdf
  • Eveler, E. A. (2022). Teachers of instagram: A collective case study exploring the use of social media by k–12 teachers [Doctoral dissertation, Baylor University]. ProQuest Dissertations & Theses Global.
  • Forbes, D. (2017). Professional online presence and learning networks: educating for ethical use of social media. International Review of Research in Open and Distributed Learning, 18(7), 175–190. https://doi.org/10.19173/irrodl.v18i7.2826
  • Foroughi, A. (2015). The theory of connectivism: Can it explain and guide learning in the digital age?. Journal of higher education theory and practice, 15(5), 11.
  • Gil-Quintana, J., & Vida de León, E. (2021). Educational influencers on Instagram: Analysis of educational channels, audiences, and economic performance. Publications, 9(4), 43. https://doi.org/10.3390/publications9040043
  • Gökçe Toker, A. & Kaya, O. (2023). Teacher’s opinions on social media phenomenal teachers (instagram example). 8th International New York Academic Research Congress on Humanities and Social Sciences Proceedings Book, 77-87.
  • Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), 1064-1069.
  • Greenhow, C. Staudt Willet, K. B. & Galvin, S. (2021). Inquiring tweets want to know: Edchat supports for Remote Teaching during COVID-19. British Journal of Educational Technology, 52(4), 1434–1454. https://doi.org/10.1111/bjet.13097
  • Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020). A decade of research on K–12 teaching and teacher learning with social media: Insights on the state of the field. Teachers College Record, 122(6), 1-72. https://doi.org/10.1177/016146812012200602
  • Hartung, C., Ann Hendry, N., Albury, K., Johnston, S., & Welch, R. (2023). Teachers of TikTok: Glimpses and gestures in the performance of professional identity. Media International Australia, 186(1), 81-96. https://doi.org/10.1177/1329878X211068
  • Hazar, M. (2011). Sosyal medya bağımlılığı-bir alan çalışması, İletişim Kuram ve Araştırma Dergisi, 32, 151-175.
  • Husaj, S. (2015). Connectivism and connective learning. Academic Journal of Interdisciplinary Studies, 4(1), 227-231.
  • Jung, I. (2019). “Connectivism and networked learning”. In I. Jung (Eds.), Open and Distance Education Theory Revisited: Implications for the Digital Era (pp. 47-55). Springer, Gateway East.
  • Kathleen Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review, 39(4), 675-685.
  • Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distributed Learning, 9(3), 1-13.
  • LaGarde, J. (2019, September 24). Education influencers, please disclose your partnerships with vendors. School Library Journal. https://www.slj.com/?detailStory=EducationInfluencers-librarians-Please-Disclose-Your-Partnerships-with-Vendors-Opinion
  • Lauricella, A. R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158, 103989. https://doi.org/10.1016/j.compedu.2020.103989.
  • McKeown, B., & Thomas, D. (2013). Q methodology (2nd ed.). Sage Publication.
  • Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211-226. https://doi.org/10.1108/PRR-10-2021-0060
  • Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003
  • Ramlo, S. (2016). Centroid and theoretical rotation: Justification for their use in Q methodology research. Mid-Western Educational Researcher, 28(1), 73–92. https://www.mwera.org/MWER/volumes/v28/issue1/v28n1-Ramlo-SPECIALIZED-RESEARCH-STATISTICAL-METHODS.pdf
  • Reinstein, J. (2018, August 31). Teachers are moonlighting as Instagram influencers to make ends meet. BuzzfeedNews. https://www.buzzfeednews.com/article/juliareinstein/teachers-instagram-influencers-school-tpt-pinterest.
  • Rinda, R. K. Novawan, A. & Miqawati, A. H. (2018). Students’ perspectives on social media-based learning of writing through Instagram. Journal of English in Academic and Professional Communication, 5(1), 23-33. https://download.garuda.kemdikbud.go.id/article.php?article=3396119&val=29792&title=Students%20perspectives%20on%20social%20media-based%20learning%20of%20writing%20through%20Instagram
  • Robbins, P., & Krueger, R. (2000). Beyond bias? The promise and limits of Q method in human geography. The Professional Geographer, 52(4), 636–648. https://doi.org/10.1111/0033-0124.00252
  • Saldaña, C. M., Welner, K., Malcolm, S., & Tisch, E. (2021). Teachers as market influencers: Towards a policy framework for teacher brand ambassador programs in K-12 schools. Education Policy Analysis Archives, 29(109), 1-36 https://doi.org/10.14507/epaa.29.5654
  • Sarıdaş, G., & Deniz, L. (2018). The teachers’ view about the effects of online learning communities on professional development. Journal Of Contemporary Administrative Sciences, 5(1), 11-41. https://www.researchgate.net/publication/339181314_The_Teachers'_View_About_The_Effects_Of_Online_Learning_Communities_On_Professional_Development
  • Sawyer, A. G, Dredger, K., Myers, J., Barnes, S., Wilson, R., Sullivan, J., & Sawyer, D. (2019). Developing teachers as critical curators: investigating elementary preservice teachers’ inspirations for lesson planning. Journal of Teacher Education, 71(1), 518-536. https://doi.org/10.1177/0022487119879894
  • Selweyn, N. (2019). Rise of the “social media teacher”: The ups and downs of being ‘edu-famous’. https://lens.monash.edu/@education/2019/06/28/1373473/the-teacher-as-social-media-celebrity
  • Shelton, C. Schroeder, S. & Curcio, R. (2020). Instagramming their hearts out: what do edu-influencers share on instagram? Contemporary Issues in Technology and Teacher Education, 20(3), 529–554. https://doi.org/10.1016/j.tate.2019.102904
  • Shelton, C. Schroeder, S. & Curcio, R. (2020). Instagramming their hearts out: What do edu-influencers share on Instagram? Contemporary Issues in Technology and Teacher Education, 20(3), 529-554.
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. Elearnspace. org, 14-16. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f87c61b964e32786e06c969fd24f5a7d9426f3b4
  • Statista (2020). Most popular social networks worldwide as of July 2020, ranked by number of active users. https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/
  • Tellez, J. L. Z. (2024). TikToking and instagramming: following high school teacher influencers' roles in supporting and informing teacher practices [Unpublished Doctoral Dissertation, University of Southern California]. ProQuest Dissertations & Theses Global.
  • Tomczyk, L. & Potyrala, K. (2021). Parents’ knowledge and skills about the risks of the digital world. South African Journal of Education, 41(1), 1-19. https://doi.org/10.15700/saje.v41n1a1833
  • Torphy, K., Hu, S., Liu, Y., & Chen, Z. (2020). Teachers turning to teachers: Teacherpreneurial behaviors in social media. American Journal of Education, 127(1), 49-76. https://doi.org/10.1086/711012
  • Turhan, M., & Memduhoglu, H. B. (2022). Teacher turnover: A continual problem in Turkey. Research in Pedagogy, 12(1), 82-96. https://doi.org/10.5937/IstrPed2201082T
  • Wilson, A. (2015). YouTube in the classroom [Unpublished Master’s Thesis, University of Toronto]. ProQuest Dissertations & Theses Global.
  • Yang, Y. (2016). A brief introduction to q methodology. International Journal of Adult Vocational Education and Technology [Special Issue]: Quantitative and Mixed-Method
  • Zhang, X. (2023). Influencer marketing: Assessing effectiveness and exploring potential drawbacks in advertising strategies. Highlights in Business, Economics and Management, 171-179. https://doi.org/10.54097/t83twa35Research, 7(2), 42-54. https://doi.org/10.4018/IJAVET.2016040104
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi
Bölüm Bu Sayıda
Yazarlar

Sevgi Yıldız 0000-0003-1116-7896

İbrahim Karagöl 0000-0002-7005-7710

Erken Görünüm Tarihi 19 Haziran 2025
Yayımlanma Tarihi
Gönderilme Tarihi 26 Aralık 2024
Kabul Tarihi 15 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 27 Sayı: 2

Kaynak Göster

APA Yıldız, S., & Karagöl, İ. (2025). Double-edged Sword: Examining Pre-service Teachers’ Perceptions about Teacher Influencers Using Q Method. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 27(2), 257-266. https://doi.org/10.17556/erziefd.1607897

Erzincan University Journal of Education Faculty