Investigation About Participatory Teachers' Training Based on MOOC

Investigation About Participatory Teachers' Training Based on MOOC

Qing-Guo Zhou (Lanzhou University, China), Shou-Chao Guo (Lanzhou University, China) and Rui Zhou (Lanzhou University, China)
DOI: 10.4018/978-1-5225-5631-2.ch071
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In consideration of shortcomings of general teachers' training module, such as less chance, inefficiency, theory-practice gap and short duration, we expounds the concept and process of teachers' training module based on MOOC, discusses how MOOC platform promote collaborative teachers' training development and improve teachers' training methods and other issues in this paper. This paper proposes collaborative teachers' training model with analysis and argumentation on theory, performance and learning support both inside and outside the classroom, aiming for a reference for every education trainers.
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2. Present Situation Of Teachers’ Training

Based on previous investigation of teachers’ training experience, using the research methods of literature date, questionnaires, on-the-spot investigation, expert interviews and other research methods, we find the following hazards in teachers’ training:

First is the lack of continuity in training. On the one hand, it will take up some time for teachers to attend teachers’ training, which may affect the normal teaching schedule. That leads to a situation that some teachers is unable to go out to attend centralized training. On the other hand, the majority of teachers’ training is still aiming at on-demand teaching, resulting in a lack of coherence in most of the contents. Therefore, they need a new approach to training, by which teachers would be able to receive new knowledge not far from the house.

Second is the low training efficiency. On the one hand, the principles of integrating theory with practice, giving lectures in light of the needs, and emphasizing practical results were not taken seriously, so training is not terribly helpful. On the other hand, the training is still carried out in a traditional classroom form which usually uses a cramming method of teaching. That often reinforces the erroneous concept of education of teachers, and cannot absorb the scientific concepts advocated. What’s more, because of the slack management system and substantially all the teachers can get a certificate of completion which leads to a very low training efficiency.

Third is lack of stable support in teachers’ training. On the one hand, due to geographical and economic conditions, many schools can’t get a high-quality resources of knowledge, and can’t cultivate the ability to adapt to social development. On the other hand, especially in the western region, there is too few teaching training to meet the actual needs of teachers.

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