Infamous for their comparatively low salary, high turnover rates, and lack of professional autonomy, teachers have been historically undervalued and their profession continuously degraded, as echoed in the saying, \"those who can't do, teach.\" Despite an education system that fails to center teacher voices in matters of educational policy, many teachers have carved out a space of their own in the form of teacher social media. \"#TeacherTikTok: Reprofessionalizing and Reimagining 'America's Most Embattled Profession' Through Social Media\" grapples with this phenomenon of teacher social media, specifically Teacher TikTok. Framed within the contemporary context of increasing efforts to privatize public education and undermine teacher professionalism, I investigate why teachers have created a community on TikTok, how they are using the app, and what we can all collectively learn by giving serious attention to teacher social media. Using qualitative methods, including social media observations and semi-structured interviews, as well as a secondary analysis of current literature, I posit that TikTok presents a unique platform for teachers to cultivate professional expertise, build community, publicly display their work to broader audiences, and express frustrations. Ultimately, I argue that perceptions of teachers and the teaching profession in the United States are misguided, not grounded in the realities of classroom learning, and not spearheaded by teachers themselves. Therefore, shifting collective understandings of the teaching profession and recentering teachers within conversations about education and schooling are crucial first steps in mending a broken public education system--a shift made possible by the emergence of Teacher TikTok.
"},{"label":"Degree","value":["Bachelor of Arts with Departmental Honors"]},{"label":"Author-supplied Keywords","value":["TikTok","Teacher","Social media"]},{"label":"Administrative Note","value":"Drupal Node ID: 24091