Enhancing Teachers’ Professional Identity in a Reflective Learning MOOC

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dc.contributor.authorRodrigues-Silva, Jefferson
dc.contributor.authorAlsina, Ángel
dc.date.accessioned2024-09-30T19:41:45Z
dc.date.available2024-09-30T19:41:45Z
dc.date.issued2024-01-10
dc.description.abstractSocial interaction in online teacher training can be challenging. Accordingly, we aim to explore how a massive open online course (MOOC) for teacher training affects the professional identity (PI) and development of teachers. This course was developed based on the reflective learning framework (RLF) and utilises modelling as a teaching method. For that, we enrolled in a mixed-method research study. Data were collected from 54 teachers and three discussion boards. Next, it was analysed through content analysis using grounded theory, the application of the narrative reflection assessment rubric (NARRA), and statistical tests. As a result, we observed a significant increase in teachers’ evaluations regarding reflective thinking (from 24% to 67%) and sociocultural learning (from 13% to 39%) after completing the course. Pearson’s r coefficient showed a positive relationship between the fourth NARRA element, transformation, and its predecessors. This indicates that each element plays a role in a continuous development process. The evidence was sufficient to conclude that the training promoted teachers’ PI development, except in the domain of job satisfaction.
dc.doihttps://doi.org/10.3991/ijet.v19i01.38897
dc.identifier.issn1863-0383
dc.identifier.urihttp://hdl.handle.net/20.500.14387/1835
dc.language.isoInglês
dc.orcidhttps://orcid.org/0000-0002-8334-2107
dc.orcidhttps://orcid.org/0000-0001-8506-1838
dc.publisher.campiArcos
dc.publisher.countryAustria
dc.publisher.institutionInternational Journal of Emerging Technologies in Learning
dc.relation.urlWebsitehttps://online-journals.org/index.php/i-jet/article/view/38897
dc.rightsAcesso aberto
dc.subject.keywordreflective learning
dc.subject.keywordprofessional identity
dc.subject.keywordvicarious learning
dc.subject.keywordnegative role model
dc.subject.keywordmassive open online course
dc.subject.keywordteacher education
dc.titleEnhancing Teachers’ Professional Identity in a Reflective Learning MOOC
dc.typeArtigo de Periodicos
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