References

Adjapong, E. S., Emdin, C., & Levy, I. (2018). Virtual Professional Learning Network: Exploring an Educational Twitter Chat as Professional Development. Current Issues in Comparative Education, 20. https://doi.org/10.52214/cice.v20i.11550

Adorno, S. S., Mattio, C. D., & Ryan, M. J. (2025). K–12 Music Educators’ Perceptions of Social Media Use and Social Justice Engagement. Bulletin of the Council for Research in Music Education, 243.

Alberth, A., Mursalim, M., Siam, S., Suardika, I. K., & Ino, L. (2018). SOCIAL MEDIA AS A CONDUIT FOR TEACHER PROFESSIONAL DEVELOPMENT IN THE DIGITAL ERA: MYTHS, PROMISES OR REALITIES? TEFLIN Journal - A Publication on the Teaching and Learning of English, 29(2), 293. https://doi.org/10.15639/teflinjournal.v29i2/293-306

Aróstegui, J. L. (2016). Exploring the global decline of music education. Arts Education Policy Review, 117(2), 96–103. https://doi.org/10.1080/10632913.2015.1007406

Azevedo, P. C. (2025). Influencer or teacher leader: An exploration of teacherpreneurs’ use of Instagram to lead. Journal of Research on Technology in Education, 57(3), 589–608. https://doi.org/10.1080/15391523.2023.2282469

Bailey, J., Kaiser, F., Rhone, R., & Atchley, S. (2023). Working Across Boundaries: School Leaders Redefining Communities of Practice Through Twitter. NASSP Bulletin, 107(3), 270–286. https://doi.org/10.1177/01926365231198523

Ballantyne, J., & Retell, J. (2020). Teaching Careers: Exploring Links Between Well-Being, Burnout, Self-Efficacy and Praxis Shock. Frontiers in Psychology, 10, 2255. https://doi.org/10.3389/fpsyg.2019.02255

Bauer, W. I. (2007). Research on Professional Development for Experienced Music Teachers. Journal of Music Teacher Education, 17(1), 12–21. https://doi.org/10.1177/10570837070170010105

Bernard, C. F., Weiss, L., & Abeles, H. (2018). Space to Share: Interactions Among Music Teachers in an Online Community of Practice. Bulletin of the Council for Research in Music Education, 215, 75–94. https://doi.org/10.5406/bulcouresmusedu.215.0075

Bessant, C. (2024). School social media use and its impact upon children’s rights to privacy and autonomy. Computers and Education Open, 6, 100185. https://doi.org/10.1016/j.caeo.2024.100185

Brewer, W. D., & Rickels, D. A. (2014). A Content Analysis of Social Media Interactions in the Facebook Band Directors Group. Bulletin of the Council for Research in Music Education, 201, 7–22. https://doi.org/10.5406/bulcouresmusedu.201.0007

Bruguera, C., Guitert, M., & Romeu, T. (2019). Social media and professional development: A systematic review. Research in Learning Technology, 27(0). https://doi.org/10.25304/rlt.v27.2286

Carpenter, J. P., & Harvey, S. (2020). Perceived Benefits and Challenges of Physical Educators’ Use of Social Media for Professional Development and Learning. Journal of Teaching in Physical Education, 39(4), 434–444. https://doi.org/10.1123/jtpe.2020-0002

Carpenter, J. P., Shelton, C. C., & Schroeder, S. E. (2023). The education influencer: A new player in the educator professional landscape. Journal of Research on Technology in Education, 55(5), 749–764. https://doi.org/10.1080/15391523.2022.2030267

Cino, D., & Vandini, C. D. (2020). “Why Does a Teacher Feel the Need to Post My Kid?”: Parents and Teachers Constructing Morally Acceptable Boundaries of Children’s Social Media Presence. International Journal of Communication, 14.

Coto, M., & Dirckinck-Holmfeld, L. (2020). Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty: A Community of Practice Approach. In C. N. Stevenson & J. C. Bauer (Eds.), Advances in Mobile and Distance Learning (pp. 103–136). IGI Global. https://doi.org/10.4018/978-1-5225-9814-5.ch007

Cremata, R., & Powell, B. (2020). Online Collaboration in Supporting Music Teaching and Learning. In J. L. Waldron, S. Horsley, & K. K. Veblen (Eds.), The Oxford Handbook of Social Media and Music Learning (pp. 152–175). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190660772.013.9

Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://doi.org/10.54300/122.311

Donelan, H. (2016). Social media for professional development and networking opportunities in academia. Journal of Further and Higher Education, 40(5), 706–729. https://doi.org/10.1080/0309877X.2015.1014321

Dreon, O., & Marcum-Dietrich, N. (2012). Supporting Teacher Development through Social Networking. In D. Polly, C. Mims, & K. A. Persichitte (Eds.), Developing Technology-Rich Teacher Education Programs: Key Issues (pp. 91–103). IGI Global. https://doi.org/10.4018/978-1-4666-0014-0

Forbes, D. (2017). Professional Online Presence and Learning Networks: Educating for Ethical Use of Social Media. The International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.2826

Forbes, D. (2019). Professional Learning Through Social Media. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1–5). Springer Singapore. https://doi.org/10.1007/978-981-13-1179-6_59-1

Fox, A., & Bird, T. (2017). The challenge to professionals of using social media: Teachers in England negotiating personal-professional identities. Education and Information Technologies, 22(2), 647–675. https://doi.org/10.1007/s10639-015-9442-0

Gee, J. L. (2025). Exploring Trends in Social Media and Music Education: A Content Analysis of the Elementary Music Teachers Facebook Group. Update: Applications of Research in Music Education. https://doi.org/10.1177/87551233251349832

Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020). A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field. Teachers College Record: The Voice of Scholarship in Education, 122(6), 1–72. https://doi.org/10.1177/016146812012200602

Hashim, A. K., & Carpenter, J. P. (2019). A Conceptual Framework of Teacher Motivation for Social Media Use. Teachers College Record: The Voice of Scholarship in Education, 121(14), 1–18. https://doi.org/10.1177/016146811912101405

Höfrová, A., Balidemaj, V., & Small, M. A. (2024). A systematic literature review of education for Generation Alpha. Discover Education, 3(1), 125. https://doi.org/10.1007/s44217-024-00218-3

Hunter, L. J., & Hall, C. M. (2018). A survey of K-12 teachers’ utilization of social networks as a professional resource. Education and Information Technologies, 23(2), 633–658. https://doi.org/10.1007/s10639-017-9627-9

Juma, A. A. (2024). Enhancing Teacher Professional Development: Strategies, Challenges, and Impacts on Instructional Practice and Student Learning Outcomes: A Review of Research Literature. International Journal for Research in Applied Science and Engineering Technology, 12(4), 450–457. https://doi.org/10.22214/ijraset.2024.59655

Karimi, H., Torphy, K. T., Derr, T., Frank, K. A., & Tang, J. (2020). Characterizing Teacher Connections in Online Social Media: A Case Study on Pinterest. Proceedings of the Seventh ACM Conference on Learning @ Scale, 249–252. https://doi.org/10.1145/3386527.3405941

Liljekvist, Y. E., Randahl, A.-C., Van Bommel, J., & Olin-Scheller, C. (2021). Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities. Scandinavian Journal of Educational Research, 65(5), 723–735. https://doi.org/10.1080/00313831.2020.1754900

Luo, T., Freeman, C., & Stefaniak, J. (2020). “Like, comment, and share”—professional development through social media in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1659–1683. https://doi.org/10.1007/s11423-020-09790-5

Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307. https://doi.org/10.1016/j.tate.2016.01.021

Manca, S., & Ranieri, M. (2014). Teachers’ professional development in online social networking sites.

McCarthy, B., Scott, K., Dickstein-Fischer, L., & Cassano, C. (2023). Meet Our New Generation Alpha Students: Implications for Preschool Classrooms. Journal of Education & Social Policy, 10(4).

Mcjilton, L. (2021). Identifying Self-Determined Learning Practices Within Social Media for Teacher Professional Development [EdD, West Virginia University Libraries]. https://doi.org/10.33915/etd.8338

Meadows, J. (2017). Music Teachers’ Perceptions of Targeted Professional Development.

Mercado, F. M. S., & Shin, S. (2025). K-12 teachers’ professional development and learning on social media: A systematic literature review. Information and Learning Sciences, 126(3/4), 214–244. https://doi.org/10.1108/ILS-12-2023-0198

Mercieca, B., & Kelly, N. (2018). Early career teacher peer support through private groups in social media. Asia-Pacific Journal of Teacher Education, 46(1), 61–77. https://doi.org/10.1080/1359866X.2017.1312282

Muir, M. D. (2022). Informal Teacher Mentorship in Diversity, Equity,  and Inclusion over Instagram: A Qualitative Study.

Naidoo, S. A., & Dasoo, N. (2024). Preparing pre-service teachers for Generation Alpha: A social innovation perspective. African Journal of Teacher Education and Development, 3(1). https://doi.org/10.4102/ajoted.v3i1.62

National Center for Education Statistics. (2023). Characteristics of Public School Teachers. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/clr

Nelimarkka, M., Leinonen, T., Durall, E., & Dean, P. (2021). Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community. Computers & Education, 173, 104269. https://doi.org/10.1016/j.compedu.2021.104269

Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as Connected Professionals. The International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4082

Patfield, S., Gore, J., & Harris, J. (2023). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change, 24(2), 345–363. https://doi.org/10.1007/s10833-021-09446-y

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003

Randahl, A.-C., Liljekvist, Y., Olin-Scheller, C., & Van Bommel, J. (2023). From authorised visitor to key person – a trajectory of participation in teacher Facebook groups. Education Inquiry, 14(4), 480–495. https://doi.org/10.1080/20004508.2022.2069931

Rickels, D. A., & Brewer, W. D. (2017). Facebook Band Director’s Group: Member Usage Behaviors and Perceived Satisfaction for Meeting Professional Development Needs. Journal of Music Teacher Education, 26(3), 77–92. https://doi.org/10.1177/1057083717692380

Schmeichel, M., Kerr, S., & Wurzburg, E. (2022). Postfeminism, Progressive Neoliberalism, and Teacher Influencers. In A. Sharma, M. Schmeichel, & E. Wurzburg, Progressive Neoliberalism in Education (1st ed., pp. 105–120). Routledge. https://doi.org/10.4324/9781003224013-10

Šramová, B., & Pavelka, J. (2023). Generation Alpha Media Consumption During Covid-19 and Teachers’ Standpoint. Media and Communication, 11(4), 227–238. https://doi.org/10.17645/mac.v11i4.7158

Stevenson, C. N., & Bauer, J. C. (Eds.). (2014). Building Online Communities in Higher Education Institutions: Creating Collaborative Experience. IGI Global. https://doi.org/10.4018/978-1-4666-5178-4

Thomson, P., & Riddle, S. (2018). Who speaks for teachers? Social media and teacher voice. In A. Baroutsis, S. Riddle, & P. Thomson (Eds.), Education Research and the Media (1st ed., pp. 119–134). Routledge. https://doi.org/10.4324/9781351129114-7

Tour, E. (2017). Teachers’ self-initiated professional learning through Personal Learning Networks. Technology, Pedagogy and Education, 26(2), 179–192. https://doi.org/10.1080/1475939X.2016.1196236

Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal of Digital Learning in Teacher Education, 28(4), 133–138. https://doi.org/10.1080/21532974.2012.10784693

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007

van Bommel, J., & Liljekvist, Y. (2016). Teachers’ informal professional development on social media and social network sites: When and what do they discuss?

Vinuales Del Egido, M. G. (2020). The Role of Social Media Networks in Promoting Music Teachers’ Work-Related Flow. The International Journal of Adult, Community and Professional Learning, 27(1), 17–26. https://doi.org/10.18848/2328-6318/CGP/v27i01/17-26

Wenger, É., McDermott, R. A., & Snyder, W. (2010a). Cultivating communities of practice: A guide to managing knowledge. Chapter 1: Communities of Practice and Their Value to Organizations (Nachdr.). Harvard Business School Press.

Wenger, É., McDermott, R. A., & Snyder, W. (2010b). Cultivating communities of practice: A guide to managing knowledge. Chapter 2: Communities of Practice and Their Structural Elements (Nachdr.). Harvard Business School Press.

Williams, R. T. (2022). An exploration into the pedagogical benefits of using social media: Can educators incorporate social media into pedagogy successfully?

Willis, A., Grainger, P., Thiele, C., Simon, S., Menzies, S., & Dwyer, R. (2023). The benefits and pitfalls of social media for teachers’ agency and wellbeing. Technology, Pedagogy and Education, 32(5), 621–637. https://doi.org/10.1080/1475939X.2023.2210585

Winters, J. V. (2010). Teacher moonlighting: Evidence from the US Current Population Survey. Applied Economics Letters, 17(11), 1111–1114. https://doi.org/10.1080/00036840902817524

Zhang, S., Liu, Q., & Wang, Q. (2017). A study of peer coaching in teachers’ online professional learning communities. Universal Access in the Information Society, 16(2), 337–347. https://doi.org/10.1007/s10209-016-0461-4