数字时代的专业发展:通过mooc支持教师教育的改进

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Open Learning Pub Date : 2023-04-14 DOI:10.1080/02680513.2023.2195875
K. Stutchbury, Margaret Ebubedike, S. Amos, Liz Chamberlain
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引用次数: 1

摘要

撒哈拉以南非洲的教育政策要求教师从知识的传递者转变为学习的促进者。这意味着教师教育也需要改变,迫切需要以实践教学为重点的专业发展。撒哈拉以南非洲教师教育(TESSA)MOOC使教师教育与21世纪非洲相关,旨在支持教师教育工作者改变他们的做法。MOOC模拟了学习的社会文化理论,并关注TESSA网络确定的问题。它在两年多的时间里进行了四次,注册了近9000名参与者,主要来自撒哈拉以南非洲。对许多人来说,这是他们第一次体验在线学习。他们在电力和连接不稳定的环境中使用手机进行研究,并在当地社区相互支持。我们利用前两次演讲的调查数据和对四名慕课毕业生的深入采访,了解谁参加了演讲,他们是如何学习的,他们学到了什么,以及这对他们的实践和职业认同有何影响。对一些人来说,这种经历是变革性的。该研究强调了这种形式的专业发展的潜力,特别是在寻求教育变革的政策环境中发挥作用。文章历史接收日期:2021年6月28日接受日期:2023年2月19日
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Professional development in the digital age: supporting improvements in teacher education through MOOCs
Education policies across sub-Saharan Africa require teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as well and professional development which focuses on practical teaching is urgently needed. The Teacher Education for subSaharan Africa (TESSA) MOOC Making teacher education relevant for 21 Century Africa was designed to support teacher educators in changing their practice. The MOOC modelled socio-cultural theories of learning and focused on issues identified by the TESSA network. It ran four times, over two years, and nearly 9000 participants, mainly from sub-Saharan Africa (SSA), registered. For many it was their first experience of online learning. They studied on phones, in environments where electricity and connectivity were erratic, and supported each other in local communities. We draw on survey data from the first two presentations and in-depth interviews with four MOOC graduates to understand who took part, how they studied, what they learnt and how it has impacted on their practice and professional identity. For some individuals the experience was transformational. The study highlights the potential of this form of professional development, to make a difference particularly in a policy environment which is seeking pedagogic change. ARTICLE HISTORY Received 28 June 2021 Accepted 19 February 2023
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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