An Approach To Modeling Moocs For Science Teacher Training

Abstract

MOOCs, or Massive Open Online Courses, have emerged over the past decade as a promising alternative in education.They are rapidly making their mark on teacher training and professional development worldwide, often in formal or non-formal contexts.However, work on their conceptual frameworks remains limited, especially as they relate to a specific adult audience.In this article, we present a conceptual approach to the design of MOOCs for teacher training and professional development, based on the consideration of various theories and models relevant to adult learning.A conceptual framework is developed from a cross-analysis of the main models of adult learning and their implications for the design of MOOCs for teacher training.We derive a personalized and aligned MOOC model and an associated pedagogical scripting model.This study is the first draft of an ongoing project to design and implement a MOOCs-ENS platform for the initial and in-service training of the new generation of Moroccan teachers on a national scale.It is a contribution to the growing body of research on the use of MOOCs in teacher education and professional development.