Teacher E-professionalism: An examination of Western Canadian pre-service teachers' perceptions, attitudes, and Facebook behaviours

Abstract

This study addresses the pressing need for attending to teacher e-professionalism, that is, the appropriate application of information and communication strategies when using digital media. The authors examine data patterns related to 113 pre-service teachers' perceptions of e-professionalism, attitudes towards existing technology-related professional guidelines, and current behaviours on Facebook. The results from the online questionnaire suggest that these Western Canadian pre-service teachers are uncertain about what online behaviours should be restricted and whether maintaining e-professionalism was possible. Integrated findings are discussed in light of communication privacy management theory. The paper concludes by advancing implications for informing e-professional education for teachers.