Abstract
This study addresses the pressing need for attending to teacher e-professionalism, that is, the appropriate application of information and communication strategies when using digital media. The authors examine data patterns related to 113 pre-service teachers’ perceptions of e-professionalism, attitudes towards existing technology-related professional guidelines, and current behaviours on Facebook. The results from the online questionnaire suggest that these Western Canadian pre-service teachers are uncertain about what online behaviours should be restricted and whether maintaining e-professionalism was possible. Integrated findings are discussed in light of communication privacy management theory. The paper concludes by advancing implications for informing e-professional education for teachers. Cette etude adresse le besoin pressant pour assister e-professionnalisme d'enseignant, qui est, l'application appropriee de strategies d'information et de communication lors de l'utilisation des medias numeriques. Les auteurs examinent les configurations de donnees de 113 enseignants en formation liees a leurs perceptions d’e-professionnalisme, attitudes a l'egard des directrices professionnelles environ la technologie, et comportements actuels sur Facebook. Les resultats du questionnaire suggerent que ces enseignants en formation de ouest canadiens sont incertains quant a ce que les comportements bases sur le Web devraient etre limites et si maintenir e-professionnalisme etait meme possible. Les conclusions sont discutees utilisant une theorie de la gestion de la confidentialite des communications. L’article conclut en avancant des implications pour informer l'education d' e-professionnel pour les enseignants.
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