Who Is Taking MOOCs for Teachers' Professional Development on the Use of ICT? A Cross-Sectional Study from Spain

Autor/inn/en	Castaño-Muñoz, Jonatan; Kalz, Marco; Kreijns, Karel; Punie, Yves
Titel	Who Is Taking MOOCs for Teachers' Professional Development on the Use of ICT? A Cross-Sectional Study from Spain
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 5, S.607-624 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castaño-Muñoz, Jonatan) ORCID (Kalz, Marco) ORCID (Kreijns, Karel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2018.1528997
Schlagwörter	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); Spain + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technisches Wissen; Ausland; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Life-long learning; Lebenslanges Lernen; Relevance; Relevanz; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01