TikTok for language teachers: Affordances of TikTok on teachers' identity and emotional vulnerability

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 mediu...

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Bibliographic Details
Published in:Heliyon 2024-07, Vol.10 (14), p.e34388, Article e34388
Main Authors: Lemana II, Henry E., Ulla, Mark B., Kohnke, Lucas
Format: Article
Language:English
Subjects:
Emotional vulnerability
occupational stress
Professional identity
qualitative analysis
secondary education
Teacher identity
Teachers on TikTok
Thailand
TikTok
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Summary: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.
ISSN:2405-8440
2405-8440
DOI:10.1016/j.heliyon.2024.e34388