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MOOCs in Initial Teacher Training: Perspectives and Learning-Teaching Needs

MOOCs in Initial Teacher Training: Perspectives and Learning-Teaching Needs

Carlos Monge López, Patricia Gómez Hernández, David Montalvo Saborido
Copyright: © 2016 |Pages: 26
ISBN13: 9781466686328|ISBN10: 1466686324|EISBN13: 9781466686335
DOI: 10.4018/978-1-4666-8632-8.ch041
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MLA

López, Carlos Monge, et al. "MOOCs in Initial Teacher Training: Perspectives and Learning-Teaching Needs." Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 702-727. https://doi.org/10.4018/978-1-4666-8632-8.ch041

APA

López, C. M., Hernández, P. G., & Saborido, D. M. (2016). MOOCs in Initial Teacher Training: Perspectives and Learning-Teaching Needs. In I. Management Association (Ed.), Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 702-727). IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch041

Chicago

López, Carlos Monge, Patricia Gómez Hernández, and David Montalvo Saborido. "MOOCs in Initial Teacher Training: Perspectives and Learning-Teaching Needs." In Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 702-727. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8632-8.ch041

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Abstract

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

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