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dc.contributor.authorLópez Torres, Maria Esther 
dc.contributor.authorCarril Merino, María Teresa 
dc.contributor.authorMiguel Revilla, Diego 
dc.contributor.authorVerdú Pérez, María Jesús 
dc.contributor.authorCalle Carracedo, María Mercedes de la 
dc.date.accessioned2024-01-23T14:36:21Z
dc.date.available2024-01-23T14:36:21Z
dc.date.issued2022
dc.identifier.citationSustainability, 2022, vol.14, n. 23, p. 1-16.es
dc.identifier.urihttps://uvadoc.uva.es/handle/10324/64912
dc.descriptionProducción Científicaes
dc.description.abstractThe use of social media is now as prevalent as ever, and its educational ramifications still need to be fully explored, especially in initial teacher training. The aim of this study is to analyze social studies prospective teachers’ perceptions regarding the usefulness of social media for teacher professional development, and to generate communication, learning and engagement. This research also has the objective of exploring the effects of an intervention during an academic semester with three different groups of university students, applying a didactic strategy based on the use of Twitter, monitoring the interventions of 122 participants. A quantitative analysis was used to process the information obtained using questionnaires as well as the data obtained using MSocial, a tool for Social Network Analysis (SNA). Results indicate that, while pre-service teachers are not necessarily skeptical of the potential of social media for educational purposes, systematic interventions that promote interaction can positively affect their perception of the usefulness of social media. Results also show that the group where prospective educators interacted among themselves the most using Twitter during the interventions was the one that showed a significant increase in prospective teachers’ perception of the educational potential of social media.es
dc.format.mimetypeapplication/pdfes
dc.language.isoenges
dc.publisherMDPIes
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subject.classificationEducationes
dc.subject.classificationSocial studies educationes
dc.subject.classificationInitial teacher traininges
dc.subject.classificationSocial mediaes
dc.subject.classificationTeacher professional developmentes
dc.titleTwitter in Initial Teacher Training: Interaction with Social Media as a Source of Teacher Professional Development for Social Studies Prospective Educatorses
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.holderLos autoreses
dc.identifier.doi10.3390/su142316134es
dc.relation.publisherversionhttps://www.mdpi.com/2071-1050/14/23/16134es
dc.identifier.publicationfirstpage1es
dc.identifier.publicationissue23es
dc.identifier.publicationlastpage16es
dc.identifier.publicationtitleSustainabilityes
dc.identifier.publicationvolume14es
dc.peerreviewedSIes
dc.identifier.essn2071-1050es
dc.rightsAtribución 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones
dc.subject.unesco5803.02 Preparación de Profesoreses


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