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The purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then measured with their associated indicators or manifest variables, and the relationship between the manifest variables was examined through the Structural Equation Modeling (SEM) process. A non-experimental empirical research study was conducted using the survey methodology; purposive, criterion referenced, sampling of elementary and secondary preservice teachers, N=379, was employed using social media platforms and intern listserv at a large Southeastern university. The final sample of N= 250 participants was determined through the process of regression imputation of elementary and secondary preservice teachers' survey responses. The results demonstrated that constructs of the extended Technology Acceptance Model showed significant goodness-of-fit indices and coefficients of determination after analyzing the data from the survey. Implications of this research contribute significantly toward teacher education and training by providing insights into the factors that impact the pedagogical use of Twitter, a web-based social networking and microblogging platform, for building professional capital in preservice teachers.

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Contemporary challenges to education pose threats that our current educational system remains unable to meet. With the prevalence of school shootings, rapid technological development, threats to mental health, superficial curriculum content, increased testing standards, and continued inequality in classrooms, now more than ever it is imperative to define, explore, and quantify the ways in which the system of education reproduces or replicates norms, values, behaviors, and practices and the effects these possibly have on students and teachers. The purpose of this research is to redefine 'cultural reproduction' into reproduction and replication in order to explore how the education system in a single district in Florida reacts to threats through adjustments to, or replication of, existing practices. Through the perspectives of teachers, the research question posed was: (RQ) How do teachers perceive the presence of cultural reproduction and cultural replication in their schools? The study discovered that in addition to identifying cultural replication (CL) and cultural reproduction (CD) in their schools, (i) participants perceived that current needs outpace their public-school system's ability to adapt effectively and (ii) that contemporary threats to education produce unmeasurable and unmeetable challenges within current cultural practices and resources. The study contextualized the implications of these findings through social change, cultural studies, social system dynamics, and primitive belief disruption for the purpose of developing a new model of subsystem adaptation to represent the cycle of replication, reproduction, and reform in education as observed by teacher participants in this study.

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