TikTok for language teachers: Affordances of TikTok on teachers' identity and emotional vulnerability
Year: 2024
Type: article
Abstract: This qualitative study examines how five secondary school TESOL teachers in Thailand use TikTok to express their emotions and shape their professional identities. The research uses semi-structured interviews and thematic analysis to explore the platform's role as an emotional outlet and a medium for enhancing teacher-student relationships. Findings indicate that TikTok helps teachers manage work-related stress and allows them to present authentic selves, facilitating deeper connections with students. This interaction further informs their pedagogical practices and supports their professional identity development. The study suggests that TikTok's ability to bridge emotional expression with professional engagement offers valuable insights for integrating social media into educational frameworks. Recommendations are provided for leveraging these platforms to enhance teachers' well-being and instructional strategies, highlighting the need for further research with a broader sample. This study demonstrates the potential of social media to impact teaching dynamics and professional growth.
Source: Heliyon
Authors: Henry E. Lemana II, Mark B. Ulla, Lucas Kohnke
Institutions: Walailak University, Education University of Hong Kong
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,100
Funder: Walailak University
Awards: G3121440683, G8286122354
OpenAlex ID: W4400520067