Teacher professional development pattern in virtual social networks: A grounded theory approach

Abstract

The purpose of this study is to identify the pattern of teachers' professional development in virtual social networks. This is a qualitative study conducted using the grounded theory approach. Using criteria sampling, semi-structured interviews were conducted with 15 students. The findings showed that the link between student teachers and the realization of the professional development dimensions is the professional needs of these students. This is because student teachers are self-guided or persuaded by teacher-training university's staff members, including professors and officials, to learn formally and informally from social networks