Teacher-student interactions and teacher self-disclosure on social media
Teacher-student interactions and teacher self-disclosure on social media

Algorithmic Governance Ideals Estonian students’ perceptions and experiences

Summary/Abstract: Nine focus group interviews with Estonian primary - (N= 25) and secondary school (N=20) students who had “friended” their teachers on social media, were carried out to study their experiences with teacher-student interactions on social media. We aimed to explore how teachers’ self-disclosure on social media affected teacher credibility and professionalism in the eyes of the students and the impact the students believed social media interactions had on the overall teacher-student relations. Our findings indicate that although teacher-student interactions on social media were mainly school-related, students had also become accustomed to lurking on teachers’ social media profiles to gain additional information about their private life. Students in our sam- ple had rather positive views about teachers who somewhat disclosed their personal lives on social media and believed that interacting with one’s teachers on social media would also lead to more enjoyable and relaxed teacher-student relations in the school context.

• Details
• Contents