Development of a framework for MOOC (Massive Open Online Courses) in continuous teacher education

• Autor(a) principal: Amado, Carolina
• Data de Publicação: 2018
• Outros Autores: Pedro, Ana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v10i3.11251

The term Massive Open Online Courses (MOOC) has been characterized as polysemous, on the one hand, for its multiple uses and underlying theoretical structure, pedagogical contexts and objectives and, on the other, for the involvement of a large number of participants, making it difficult to create such environments. Often classified and conceived under twoperspectives - xMOOC and cMOOC - there is a need to clarify a number of design issues, underlining the importance of planning, both in terms of the overall course design and content, or even the role of participants and teachers. Considered a disruptive tendency in education and assumed as an important intermediary for the development of competences,MOOCs have led to the achievement of diversified audiences, as well as an answer to certain issues debated between authors and entities, alluding to teacher training in the scope of distance learning modalities. In this sense, the main aim of this study is to develop a reference for the development of MOOC, applied in the scope of continuous teacher training. The research is based on a mixed methodology, defined through a sequential exploratory approach, involving a group of entities responsible for teacher training at the national level. Thus, the data collection and analysis process will have two phases:(i) qualitative – will be carried out with a scoping literature review and interviews and, (ii) quantitative – through out questionnaires. In this sense, through the results obtained in the first phase of data collection, and in the second phase, a framework will be made for MOOC in continuous teacher training.