Date of Graduation
8-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Curriculum and Instruction (PhD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Imbeau, Marcia B.
Committee Member
Jordan, Lorien S.
Second Committee Member
Kucharczyk, Suzanne
Keywords
Classroom management; Teacher preparation; TikTok
Abstract
This phenomenographic study investigates how student teachers use TikTok to discover, analyze, evaluate, and adopt classroom management information and strategies. Student teachers often struggle with classroom management regarding student behavior, classroom environment, and instruction. To address these concerns, they turn to traditional print, digital, and human resources. Fifteen student teachers during the 2022-2023 school year were interviewed using a semi-structured guide. Transcripts were analyzed following a second order approach whereas the research examines student teachers’ perceptions. Four themes, resource discovery, TikTok analysis, evaluating credibility, and strategy adoption. Findings support the need for teacher preparation programs to incorporate exemplar examples of teaching-related TikToks. Additionally, student teachers need practice analyzing TikTok videos to increase diversity, guided experiences to evaluate video credibility, and have the opportunity to implement online strategies during field placement.
Citation
McKoy, S. L. (2023). A Phenomenographic Analysis of Elementary Student Teachers’ Reflections Using TikTok as a Resource for Classroom Management. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4861
