Facebook as an arena for professional cooperation

Abstract

Digitalization has led to an enormous increase in the teaching and learning materials that teachers have at their disposal. This article aims to shed light on the ways in which teachers make use of a professional online community to help them navigate in today’s complex landscape of educational resources. The article is based on an investigation of the entries and responses during two months in a participant-driven Facebook group for English teachers in Norway. Content analysis was used to identify patterns in the material. While entries covered many issues, the vast majority had to do with the selection and the use of teaching and learning materials. Most entries were requests for help and advice which, in most cases, received considerable response from fellow teachers by way of concrete tips as well as personal insights and experiences. In this way, the group conveys a sense of solidarity, collective responsibility and a low threshold for teachers to ask for help. However, the activity in the group reveals a propensity for “quick-fix” solutions for insecure and time-poor teachers. Thus, the results point to the need for more thorough education related to the choice and the use of educational resources and calls for teacher education and further education initiatives to provide this.