In-between teaching and YouTubering, YouTube videos created as part of teachers school practice



Year of publication 2018
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description This study aims to explore professional self-concept of YouTube using teachers who engage in the production of educational videos. To accomplish this, a multiple case explanatory study is used. To collect data on teacher’s perspectives, semi-structured interviews were used. Four cases of teachers active on YouTube were selected. Important was the criteria of information-rich YouTube channel with large publishing and viewing activity. To triangulate different data, Netnographic methodology is used, so data published on teacher’s YouTube channels could be examined. The qualitative analysis was based on a grounded theory approach. The analysis showed a perception of self as a successful teacher and high self-esteem as dominant aspects of teacher’s professional self-concept influenced by activity on YouTube. Pleasant emotional experience based on the communication with viewers confirms their professional self-conceptions as teachers. Teachers who create videos on Czech YouTube could be divided into two groups: 1) User who wants to innovate their own teaching practice and 2) Professionals who wants to build a career on YouTube. Teachers usually create videos without any school leader support. Based on interviews I identified several challenges for school leaders.
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