oaioai:repositorio.unican.es:10902/8910

MOOCs AND TEACHER’S TRAINING. Proposal and evaluation of a possible catalogue

Abstract

RESUMEN: Apenas existen estudios que propongan criterios para determinar la calidad y pertinencia de los MOOCs en la formación inicial del profesorado de Educación Primaria. Este trabajo ha revisado las competencias que deben desarrollar los docentes y los contenidos de los planes de estudio de Magisterio y las posibilidades que ofrecen los MOOCs en este contexto. Tras ello, se han establecido unos criterios e indicadores de calidad, así como un instrumento para evaluar la calidad de los MOOCs disponibles. Con él, se ha llevado a cabo un análisis de 96 MOOCs, con el fin de hacer una selección de aquellos que tengan la calidad suficiente para ser utilizados por los futuros profesores en su formación inicial. El trabajo se inscribe en la investigación evaluativa combinando un acercamiento empírico-analítico e interpretativo. Tras el estudio, se concluye que existen MOOCs con calidad suficiente para ser utilizados por los profesores en formación, aunque la cantidad y calidad de los mismos ha de seguir mejorando.ABSTRACT: Barely there is a shortage of studies that propose criteria to determine the quality and relevance of MOOCs in initial teacher training for Primary English teachers. This study has revised the relationships established between MOOCs and learning, as well as teaching skills that teachers must develop and the contents of lesson plans included in the Primary Education teachers syllabus of teaching profession and the possibilities that MOOC's offer in this context. Thereafter, not only criteria and indicators of quality have been established but also a quantitative instrument to evaluate the quality of available MOOCs. An analysis of 96 MOOCs has been carried out in order to select those that have enough quality to be used for future teachers in their initial training. This project is registered within the evaluative research; combining the empirical-analytical paradigm and the interpretative paradigm approach. The findings show that there are, in fact, some MOOCs with enough quality to be considered relevant for Primary Education Teachers’ initial training. However, the amount and the quality of MOOCs should be improved.Grado en Magisterio en Educación Primari

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oaioai:repositorio.unican.es:10902/8910Last time updated on 2/9/2018View original full text link

This paper was published in UCrea.

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