A Model for Sharing Teachers’ Autobiography in Social Networks

The purpose of the present study was to design a model for sharing teachers' lived experience in the form of autobiography using virtual social networks. This study was conducted using grounded theory research method. The required data were collected by field notes from teacher discourse communities. The data analysis was performed through the process of comparison and continuous fine-tuning according to the Strauss and Corbin (1998) method and open, axial and selective encoding. The collected data were organized in the form of 116 key points and themes, 42 concepts and 20 categories. The results showed that by employing the teachers’ shared autobiographical model on virtual social networks, the practical and personal knowledge of teachers, is shared and will led to results such as the free expression of the inside truth, the development and broadening of thought, the fostering of cooperation, and the rebuilding of experiences.