Teacher Education MOOCs: Re-thinking Professional Development of Teachers According to the Experiences of Preservice Teachers and Teacher Trainers

Sezan Sezgin


The main aim of this study is to determine the possible roles of massive open online courses (MOOCs) in faculty based teacher professional development (PD). In line with this aim, the MOOC experiences of preservice teachers and teacher trainers were examined. This study uses a qualitative single case holistic design. The participants of the study were 58 preservice teachers and 8 teacher trainers. The data were gathered through the semi-structured interviews. Before the interviews, a two-day briefing and orientation about MOOCs were held to inform the participants. After enrolling at least one of these upcoming courses, interviews were carried out in the upcoming two months. The content analysis was used to examine the data collected. The most meaningful subject domains of MOOCs were also specified and the use of the MOOCs were discussed in line with the codes derived. The findings of the study show that overall tendency concerning the MOOCs was positive among the participants in terms of the use of the MOOCs. This opens a new door in integrating MOOCs into teacher training programs


Technology in teacher training programs; MOOCs for teachers; Self-help; Diversified techno-pedagogical view

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