· Course Pool Program, and planning and

·        
Scalability

·        
Worth and Finishing
point Rates

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·        
Award and Acknowledgement
of Credit

·        
Teaching
Practice

 

ü THE
APPLICATION FEASIBILITY OF MOOC IN TEACHER PROFESSIONAL DEVELOPMENT

            MOOC is a hotly
debated issue in Education area however it is as yet a newcomer in educator
proficient improvement. The achievability of its application in educator
proficient improvement still should be assessed. This segment will manage such
an inquiry from three generally persuasive points of view, including MOOC –
related policy, quality, and value.

·        
Policy

Instructor proficient improvement is constantly guided by national
policies. Consequently, steady strategies are the base also, presupposition for
the utilization of MOOC to educator proficient improvement. Instructors’
societal position is rising as of late, and instructive degrees are winding up
progressively and more alluring. This pattern mirrored the acknowledgment of
educator’s activity from the general public, and it additionally conveys
individuals’ higher desire and requests towards instructors. This calls for
instructor proficient improvement all through the entirety vocation period.
Along these lines, different policies were issued to advance educator
proficient improvement, and loads of computerized instruction assets were
produced to serve the educators. In China, for instance, the National Education
Division 8 propelled National Elite Teacher Education Course Pool Program in
November 2012, and reported initial 200 conceded course in April 2013. This is
China’s reaction to the training change in the advanced period, which exhibits
China’s accentuation on instructor training. The Educator Bureau of National
Education Department guaranteed its timetable on advancing educator
organization furthermore, digitalized instructor training, proceeding with
National Elite Educator Education Course Pool Program, and planning and
advancing superb MOOC courses on instructor training. The legislature has
perceived the significance of educator training change with digitalization
energizes and encourages the improvement of MOOC courses on instructor
training, and gave strong policies to the use of MOOC in instructor proficient
advancement.

·        
Quality

The education effectiveness of MOOC system in teacher professional
development is affected by both fund and its characteristics. MOOC makes it
possible for teachers to have classes at any time at any place, which breaks
the limitation of synchronic education. 
The openness and flexibility of MOOC  
has   changed   the  
traditional   understanding   of   classroom
teaching.  With MOOC, every education-related
party   can   contribute  
to   its   quality  
improvement.   The   supportive policies from the government
provides necessary grants, and the contributions from the MOOC consumers, especially
teachers, will guarantee the quality of MOOC in this area.

First, scientific and normative standards are the keys.  Establishing standards is a more and more
popular practice in   teacher   education  
reform,   which   is  
also   a   sign  
of   professionalization    of   
teacher    education.    Normative   
standards  are  the 
products  of  the 
quality  assessment  in 
certain  fields,  which 
also  reflect  the 
needs  of  government. 
Therefore,     professional     association     and    
education     department of the
government cooperate frequently to set up standards.  Through 
such  a  process, 
teachers’  professional  needs 
and  social  requirements 
are  all  considered 
in  issuing  standards in the form of policies or reports.
Those standards will be both professional the authoritative.  The application of MOOC in teacher
professional development also needs such  
standards.

Second, the effectiveness of MOOC in teacher education development
is the core concern.  Many  traditional 
teacher  education  providers 
and  teachers  still 
doubt  that  remote 
education  could  ensure 
the  quality  of 
teacher  education  as 
what  the  traditional 
school  education  could 
do.  Obviously,  the delivery method is not the key to the
function. Garrison evaluated and analyzed many remote teacher education,
and  claimed  that 
the  remote  programs 
could  achieve  the 
same  quality  as 
those  face-to-face  programs.

·        
Value

All the instructor proficient advancement programs have their
reliable, persistent, and interrelated center esteem, which intends to secure
showing quality by creating instructors’ information and aptitudes on
educational module setting, instructing strategies and social condition.
Hypothetically, these many-sided information and aptitudes can be accomplished
through a arrangement of dynamic instructor professional advancement programs.
In the projects, instructors can trade and collaborate with different
instructors, researchers and specialists in instruction, and they can likewise
accomplish more careful correspondence with understudies to increase
significant criticism. Other than the fundamental knowledge, abilities and
systems, instructors need to consider their own instruction rehearses, which is
basic for their life – long learning and commission to showing course. The
center estimations of on-grounds educator proficient improvement programs are
as per the life esteems and profession reasoning that school students are
seeking after. In any case, when the educator proficient advancement programs
are placed in a virtual condition, the effect of MOOC framework on the programs
still stays doubtful.

ü WHY TEACHERS SELECT MOOCS:

Teachers
usually give four core reasons for MOOC usage during professional development:

·        
Convenience

·        
Free
of charge

·        
Continuity

·        
Development
of Pedagogical Skills

 

ü  TYPES OF MOOCS STUDENTS:

It is more
difficult to know and understand students’ needs in a MOOC, than in a more
typical online class:

Hill (2013)
identified different types of MOOC participants:

·        
No shows –Apply and register, but don’t even login once

·        
Observers –log in and go through content, but do not
continue further

·        
Drop-Ins –Try to achieve a specific goal, which once fulfilled,
ends the course for them

·        
Passive Participants –Read content,
but don’t take part and do assignments and projects

·        
Active Participants –completely involved
to complete the course and all activities

 

ü THE
APPLICATION OF MOOC IN TEACHER PROFESSIONAL DEVELOPMENT

MOOC
has exhibited its potential in educator proficient improvement. MOOC is
promising for its cMOOC system, connectivism base and logical assessment and accreditations.
Be that as it may, the quality and assortment obviously assets still l can’t
take care of the demand of educator proficient advancement. The absence of
reserve influenced the quality and amount of MOOC course assets, which could
barely address the issues of educator proficient advancement. Till 2014, there
are 58 courses identified with teacher proficient advancement, among which just
a single course is in Chinese. The dialect obstruction influences the learning
results and instructors learning premium. Despite the fact that a few experts
are outlining and creating MOOC courses for instructor proficient improvement,
there are still a considerable measure to

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