| Abstract |
The purpose of this contribution is to provide an overview on the pedagogical possibilities of social networking sites and online videos for a paradigmatic change in pre-service and in-service teacher training. This work draws on both the results of empirical research and theoretical elaborations from current publications on this subject. The methodology has an eminently documentary nature, based on international databases (ERIC, WOS, SCOPUS). The findings show that it is in the last five years when research and innovation projects are initiated-they aim to explore, experiment and contrast the benefits of these technologies in learning and in their applications in the classroom. Moreover, a growing interest in concep- tual contributions concerning new teacher training requirements to suit today\'s society is observed. However, there are still few reflections on how social networking sites and the inclusion of video in them can contribute to the transformation of current models and paradigms of teacher training. The results obtained refer to: a) the conceptualization of new challenges that teacher training should assume in the new digital environment and that should be contemplated in the design of new teacher training models, b) systematization of lines and approaches research on the pedagogical uses and formative functions of videos in social networking sites in teacher training; and c) identification of the pedagogical potential of social networking sites and the inclusion of video: open learning, communicative interaction, agency of subjects and collaborative construction of knowledge. In conclusion, these aspects are considered key to support a new model of teacher training. But also, to facilitate the construction of a new identity and professional teaching culture. |
Manage cookies