Generating New Paths for Teacher Professional Development (TPD) through MOOCs

透過磨課師為教師專業發展創造新途徑

黃振豊(Chen-Li Huang)

《教育研究與發展期刊》 14卷1期 (2018/03) Pp. 35-71

https://doi.org/10.3966/181665042018031401002

摘要

The study investigates the feasibility and means for facilitating teacher professional development (TPD) by massive open online courses (MOOCs). Through a literature review, limitations in conventional TPD approaches due to time, location, capacity, and budget issues were discovered. By exploring recent publications on information and communication technologies (ICT) in online learning and pedagogical innovation, this study has recognized that MOOCS are a feasible path for TPD since MOOCs are free and open for all with few limitations of time, location, and participation. The research has found several means for TPD through MOOCs, such as improving teacher's pedagogical literacy, professional subject knowledge, and professional subject teaching competency by MOOCs. Further, this study provides a critical reflection on the advantages and limitations of TPD through MOOCs and proposes some remedies for these limitations. Finally, the author infers some implications for TPD: using the advantages of MOOCs to facilitate TPD, providing teachers with support measures, facilitating the innovation of MOOCs, and encouraging teachers to be active learners in MOOCs.

關鍵字

teacher professional development ； MOOCs ； online courses ； online learning ； pedagogical innovation

並列摘要

本研究探討大規模開放性線上課程（磨課師）促進教師專業發展的可行性與方法。藉由文獻分析發現，因於時間、空間、容量與預算限制，傳統教師專業發展存有局限性。透過探索資訊與通訊科技在線上學習與教學革新的研究發現，磨課師可為教師專業發展之合宜途徑，因為磨課師免費開放給大眾，少有時間、空間、參與的限制。研究找出透過磨課進行教師專業發展的方法：諸如藉由磨課師提升教師之教育專業素養、專業學科知識、以及專業學科教學能力。此外，研究對經由磨課師進行教師專業發展之優缺點提出批判性反思，再對缺點提供修補之道。最後，研究者推論對教師專業發展數項啟示：利用磨課師的優點來促進教師專業發展、提供教師配套措施、支助磨課師的革新、以及鼓勵教師成為磨課師的主動學習者。

並列關鍵字

教師專業發展 ； 磨課師 ； 線上課程 ； 線上學習 ； 教學革新

參考文獻

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