#TeachersOfTikTok - From Hashtags to Habits: Social Media's Influence on Teacher Identity, Practice, and the Role of Teacher Preparation Programs (Chapter from Exploration of K-12 Teaching and Learning Teacher Educators)

Authors

Martha A. Wilkins, Lewis UniversityFollow
Danielle Ligocki, Oakland University

Editor

Martha Ann Wilkins

Files

Description

Social media, particularly TikTok, has become a major influence on pre-service teachers (PSTs), shaping their professional identity, pedagogical expectations, and instructional decision-making. While TikTok offers networking and inspiration, its algorithm-driven content prioritizes entertainment over evidence-based pedagogy, reinforcing idealized, oversimplified, and commercialized portrayals of teaching. Many PSTs consume and apply TikTok-derived strategies without critical evaluation, contributing to the casualization and deprofessionalization of the profession. Ethical concerns, including student privacy, influencer-driven monetization, and digital professionalism, further complicate its role in teacher education. Grounded in Critical Media Literacy (CML) and Critical Discourse Analysis (CDA), this study argues for explicit media literacy training in teacher preparation programs to help PSTs critically engage with social media and distinguish between entertainment-driven trends and credible pedagogical knowledge.

ISBN

9798369393727

Publication Date

5-2025

Publisher

IGI Global

City

Hershey, PA

Disciplines

Curriculum and Instruction

Recommended Citation

Wilkins, Martha A. and Ligocki, Danielle, "#TeachersOfTikTok - From Hashtags to Habits: Social Media's Influence on Teacher Identity, Practice, and the Role of Teacher Preparation Programs (Chapter from Exploration of K-12 Teaching and Learning Teacher Educators)" (2025). Education Faculty Books/Book Chapters. 1.
https://digitalcommons.lewisu.edu/education_fac-books/1