دورية أكاديمية
Who Is Taking MOOCs for Teachers' Professional Development on the Use of ICT? A Cross-Sectional Study from Spain
| العنوان: | Who Is Taking MOOCs for Teachers' Professional Development on the Use of ICT? A Cross-Sectional Study from Spain |
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| اللغة: | English |
| المؤلفون: | Castaño-Muñoz, Jonatan (ORCID |
| المصدر: | Technology, Pedagogy and Education. 2018 27(5):607-624. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Large Group Instruction, Online Courses, Educational Technology, Faculty Development, Technological Literacy, Foreign Countries, Teacher Characteristics, Age Differences, Gender Differences, Institutional Characteristics, Elementary School Teachers, Lifelong Learning, Barriers, Relevance (Education) |
| مصطلحات جغرافية: | Spain |
| DOI: | 10.1080/1475939X.2018.1528997 |
| تدمد: | 1475-939X |
| مستخلص: | Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers' professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1204105 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1475-939X |
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| DOI: | 10.1080/1475939X.2018.1528997 |