ABSTRACT
Findings from the analysis of Facebook pages indicate that there are a number of approaches used in how early childhood educators discuss particular topics and engage in various mentoring exchanges. This chapter discusses findings from the first phase of data and analyses the mentoring exchanges that were evident as well as some of the topics that stimulated heated debates. Of particular interest was the manner in which posts were interpreted and how intentionality seemed to be applied in the exchanges, using exploration of latent and manifest data and questioning ethical practice. This discussion is crucial to understanding the potential impact that misunderstandings in online dialogue may have, including how they may be influencing early childhood Facebook members to leave particular groups or develop a sense of low-efficacy in their ‘real-time’ practice. The emotionality behind the discussions highlight how potentially influential Facebook can be, not only with early childhood beginning teachers but the sector as a whole. This is particularly problematic for beginning teachers who are either engaged or exposed to the nature of unprofessional conversations on mentoring forums such as educational leader groups, that may role-model dissonance or unethical and disrespectful exchanges.
