Listen and learn: Research paper 
As mentioned by Ravith and Carl (2021), a conceptual framework defines a study's significance and relevance and how it answers its research questions. An analytical framework situates studies in multiple contexts and explains how the overall approach to methodological analysis is taken and how the researcher is locked into the research project (Ravith and Carl, 2021). In this section, I briefly describe the critical components of the conceptual framework I built for this proposal. These key components are elaborated in subsequent sections, including my theoretical grounding, positionality, methodological focus, and ethical beliefs.
Through my overarching research question, I will explore preservice teachers' perceived perceptions of utilizing social media, specifically TikTok, as a classroom management resource. The conceptual framework for the proposed project arises from my experiences and understanding of the practical necessity of finding resources and developing a curriculum in the classroom. Based on an investigation of available literature, the following concepts are central to my study.
Research conducted by Kounin (1970), Emmer et al. (1980), and Marzano (2003) support teachers' concerns regarding classroom management due to time management, behavior, and discipline, and making connections with students. Preservice teachers have expressed concerns regarding classroom management challenges in their internships in Latz's (1992) and Sandholz's (2011) research. Generally speaking, classroom management challenges can be classified into three major categories: (1) behavior, which deals with discipline and expected behavior; (2) instruction, which focuses on effective lesson planning and behavior management, in order to increase learning and reduce disruptions; and (3) environment, consisting of the management of classroom materials, classroom community, and daily tasks (Kounin, 1970; Marzano, 2003; Christofferson & Sullivan, 2015; Özen, H., & Yildirim, R. 2020).
During internship experiences, classroom management has been a primary concern for preservice teachers and later new teachers entering the classroom (Fuller, 1969; Meister & Melnik, 2003; Fantilli & Douglas, 2009). Teachers' preservice coursework is extremely heavy during their internship teaching, and they worry about communicating with parents (Melnick & Meister, 2008), creating a welcoming classroom environment (Kounin, 1970; Marzano, 2003; Christofferson & Sullivan; 2015; Özen, H., & Yildirim, R. 2020), and developing a metaphorical toolbox of strategies and resources for their classrooms (Postholm, 2013). Research conducted by Torphy and Drake (2019) found that preservice teaches used social media to supplement classroom instruction rather than to simply reproduce lessons written. Social media resources and strategies can be utilized to enhance collaboration and communication between preservice and experienced teachers (Lou et al., 2017).
My experience as an educator and my current involvement with preservice teachers has given me insight into the potential of social media as a resource for finding classroom management information. My recognition was strengthened further by the results of an exploratory study I conducted in 2021-2022 with preservice teachers using TikTok as a classroom management resource. An extensive literature review on social media revealed the use of digital technology by preservice teachers. Considering this interest, I have chosen a phenomenography study as my methodology. To be more specific, I will follow Marton’s (2005) phenomenographic interview protocol to explore preservice teachers’ perceptions of experiences on social media specifically seeking out classroom management strategies. Interview participants will be elementary preservice teachers who are currently in or recently completed a classroom management course. TikTok is an appropriate social media focus because it is applicable to the age group of participants (Newberry, 2022) and contains classroom management videos.
Theoretically, I am guided by several researchers (i.e., Dahlgren & Fallsberg, 1991, Marton, 1994; Orgill, 2012) phenomenographic methodology to explore how preservice teachers utilize social media to find online classroom management resources. Phenomenography explores the way different groups of individuals experience, interpret, understand, perceive, or conceptualize a given event (Dahlgren & Fallsberg, 1991, Marton, 1994; Orgill, 2012). Phenomenography is an appropriate methodology because this study will explore preservice teachers’ perceptions of their use of TikTok to find, evaluate, and implement classroom management strategies (Orgill, 2012).
Analytically, I lean on Dahlgren’s and Fallsberg’s (1960) phenomenographic analysis to uncover variation in the description of preservice teachers’ use of TikTok addressing classroom management. Specifically, preservice educators must engage in media literacy activities and evaluate media use in the classroom. I will collect information from the interview transcripts through memos and codes following Miles, Huberman, and Saldaña’s (2019) first and second cycle inductive coding.
As a teacher who has taught in a public school for more than thirteen years and has worked with preservice teachers for several years, I bring a wealth of experience to this study. In observing strategies online, I anticipate applying a classroom management lens to my investigation; therefore, employing critical reflexivity will be crucial to the credibility of this study. Throughout the following, I will describe each of these concepts in detail to illustrate how my conceptual framework guides my research.
A qualitative study is appropriate for this study as the goal of the research is to explain a phenomenon by interviewing participants to understand the perceptions of a person’s experience viewing classroom management resources on TikTok (Creswell and Creswell, 2018). Coles (1989) shares the foundation of qualitative work:
The people who come to see us bring us their stories. They hope they tell them well enough so that we understand the truth of their lives. They hope we know how to interpret their stories correctly. We have to remember that what we hear is their story. (p. 7)
Qualitative research focuses on the interpretative methods to understand individuals and groups reflecting on how people make meaning of their own experiences and the social world (Ravitch & Mittenfelner, 2021) and analyzing the essence or meaning (Dalgreen & Fallsberg, 1991). Qualitative research may include content analysis, hermeneutics, phenomenology, grounded theory, or phenomenography (Dahlgreen & Fallsberg, 1991). As this research seeks to understand how preservice teachers perceive their experiences with TikTok and classroom management, a qualitative, phenomenographic approach is the most appropriate choice.
Phenomenographic Research
Phenomenographic research, a branch of qualitative study, aims to identify the way “different groups of people experience, interpret, understand, perceive, or conceptualize” (Orgill, 2012, p. 2608) aspects of reality. As Orgill (2012) describe, phenomenography was developed to answer questions about teaching and learning. According to Marton (1994), an original developer of phenomenography, there are a limited number of qualitative ways a group of people can conceptualize an experience. At its essence, conceptions result from a person’s thinking about the external world (Orgill, 2012).
Phenomenography is situated within qualitative research but contains distinct differences compared to other methods. As an example, phenomenography focuses on the assumption of existing differences between participants’ thinking whereas phenomenology is based on the assumptions of one singular phenomenon (Dalhgreen & Fallsberg, 1991). Additionally, hermeneutics focuses on the interpretation of meaning and understanding of lived experience (Ravitch & Mittenfelner, 2021) whereas phenomenography places a focus on the description of the experience (Dalhgreen & Fallsberg, 1991) and understanding of participants’ perceptions of the phenomena (Marton, 1994). Phenomenography suggests that “perception and experience are mutually influential,” (Jordan et al., 2021, p. 738).
This study will be conducted following the phenomenographic design. Phenomenographic research aims to understand a groups’ perceptions of a phenomena (Dahlgreen & Fallsberg, 1991; Marton, 1994; Orgill, 2012). Specifically, this study aims to understand preservice teachers’ perceptions of their experience viewing classroom management videos on TikTok.
In a phenomenogrpahic study, Jordan et al. (2021) examined how Latinx adolescents perceive separated Latinx families’ hardships, and how these perceptions may mediate internal and external experiences. The focus was placed on representing the perceptions participants expressed understanding that experience guides perception (Jordan et al., 2021). In the study, three categories of spillover effects were identified in regards to how participants were affected by the news of immigrant families being separated at the border. The identified categories include perceptual experience, lived experiencing, and catalyzing effects. Phenomenography was the appropriate research method to describe the perceptions of Latinx adolescents watching news stories of family separation at the board (Jordan et al., 2021). My study will also examine the perceptions of participants yet specific to their use of TikTok to find classroom management resources.
Dalhgreen and Fallsberg (1991) provide an outline for commonly utilized methods for conducting phenomenographic research:
(1) Familiarization: rereading the data to become acquainted with the details and format the data for further review
(2) Condensation: select the most significant statements through in vivo coding to prioritize and honor participants’ voice, process coding to attune the research to the routines of participants, and values coding to concentrate on the cultural values, believes, and identity (Saldaña, 2021)
(3) Comparison: compare the selected statements to find differences and similarities
(4) Grouping: group similar statements
(5) Articulating: describe the essence of similarity within the interviews
(6) Labeling: provide a label to the groupings which encompasses the essence of the interviews
(7) Contrasting: compare the categories regarding the similarities and differences
Marton et al. (1992) includes reliability checking as a final step to check a portion of data with other researchers. This research will follow Dalhgreen’s and Fallsberg’s (1991) method with the inclusion of Marton et al.’s final step of reliability checking.
Participants
The individual participants will be recruited from the elementary Master of Arts Teaching graduate level classroom management course. The majority of the preservice teachers are young, white females. The preservice students are completing a full year of internship student teaching. The participants will be in their final year of university training and participating in a classroom management course at a large Southern state university. During the time of research, the participants are full time preservice teachers participating in student teaching four days a week at local elementary schools and they complete one day of university courses. Participants may have additional coursework required by their specalities. The participants do not need to be active users on TikTok to participate in the research. The preservice teachers in the classroom do not have to participate in the research and are given the opportunity to provide informed consent.
Data Collection
The proposed research will build on a 2021-2022 exploratory study of six elementary preservice teachers’ use of TikTok as a classroom management resource. The exploratory study identified TikTok as a popular social media platform to access management videos to address behavior, instructional, and environmental classroom concerns. The current study uses a semi-structured interviewing method following phenomenographic research steps.
Exploratory Study
In the exploratory study described in Figure 3, six elementary preservice teachers participated in a focus group that consisted of six participants. The frequency of usage, online content, and discussion within the comment threads determined that TikTok would serve as the research's focal point. In addition, I asked the preservice teachers to review the transcript of the focus group interview and complete a survey regarding common TikTok habits, hashtags, and search terms following the focus group interview.
A second phase of the study involved an eight-week netnographic study conducted during October and December 2021 to investigate the following topics: #classroommanagement, #classroom, #classmanagement, #classroomorganization, and #classroomsetup. I viewed various classroom management TikToks and collected data through my immersion journal for later analysis. The inclusion criteria included TikTok videos with fifty thousand views, two hundred and fifty comments, classroom management teaching strategies and comments that engage in a discussion about managing student behavior, preparing instruction, or setting up the classroom. In my immersion journal, I recorded reflections, notes, screen shots, evaluations, and memos. Having immersed myself in the online culture of teachers on TikTok, I presented my findings to six preservice teachers. The initial findings suggested teachers do utilize TikTok to share ideas, collaborate to find problems, and build on the ideas of others. Additionally, the comment threads provide additional information and comment on the credibility of resources.
In the third phase, the six preservice teachers participated for five weeks developing collaborative digital diaries finding and evaluating classroom management resources on TikTok. Preservice teachers responded through Microsoft Forms, emails, and texts to add to their digital diaries. These diaries were paired with classroom observations recording data in the immersion journal. I consulted my college professors who specialize in methodology and content knowledge as I compiled my digital diaries.
As the researcher, I compiled data as an extensive immersion journal reflecting on the actions of the preservice teachers throughout all three phases of the research. During the exploratory study, TikTok videos, comment threads, impromptu discussions, and classroom observations were collected as data collection tools.
The exploratory study found preservice teachers locate behavior related management resources more frequently than instructional or environmental strategies. The findings from the exploratory study were used to develop the semi-structured interview guide.
Phenomenographic Interviews
An email will be sent through preservice teachers’ graduate classroom management course instructors will ask preservice teachers if they are willing to participate in a Zoom interview. These teachers will participate in a 90-minute Zoom interview following a semi-structured interview.
I will conduct the interviews utilizing Zoom for better access to the preservice teachers. Zoom allows more flexibility for preservice teachers’ and their demanding schedules. I will center the participants’ experiences through a semi-structured interview protocol (See Appendix A). Interviews continue until no new ways of experiencing a phenomenon is revealed and the data is saturated (Orgill, 2012). Glaser and Strauss (1967) describe data saturation as when the researcher realizes no new data is collected from participants.
Following other examples of phenomenography (i.e., Marton & Pong, 2005; Booth, 1997; Frels & Onwuegbuzie, 2012), I anticipate conducting a minimum of twenty interviews. Participants will provide consent by verbal confirmation at the start of the recorded interview.
The interviews will be recorded and imported into GoReact, an application available through the university’s learning management system, Blackboard. GoReact. GoReact is an online program allowing users to annotate a video using text, audio, and video comments (GoReact, 2021). As the videos will be accessed through GoReact on Blackboard, where information is kept secure (GoReact, 2021).
The transcripts will be transcribed into a word document for analysis using in vivo, process, and value coding (Saldaña, 2021). I will integrate the codes and memos from the video comments with the coding from the transcripts. Following Larson and Holmstrom’s (2007) method, I will write a preliminary description for each interview. I will reference the description during the writing phase.
To increase trustworthiness, participants will have the opportunity to review the written transcription and preliminary description to check for accuracy (Creswell & Poth, 2018). I will memo throughout my immersion with the interview transcripts and video annotating. Memoing regularly though data collection and analysis helps minimize bias as the activity is reflective (Ravitch & Mittenfelner, 2021). I plan to utilize analytical memoing to capture my reflections and to reflect on the ongoing synthesis of data (Ravitch & Mittenfelner, 2021).
This research will be completed throughout 2022-2022 and completed by May 2023. This research is my dissertation project.
Social media, such as TikTok, are becoming greater influence in education. This research fills a gap in studying personal learning through TikTok. There are influencers on TikTok impacting education by sharing strategies for the classroom. My research aims to fill this gap.
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