期刊專區/ Periodical Section

透過磨課師為教師專業發展創造新途徑（英文稿）

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

所屬期刊：	第14卷第1期 「教師培育與專業發展」 主編：臺北市立大學幼兒教育學系副教授 林佩蓉
系統編號：	vol052_02
主題：	師資培育
出版年份：	2018
作者：	黃振豊
作者(英文)：	Chen-Li Huang
論文名稱：	透過磨課師為教師專業發展創造新途徑（英文稿）
論文名稱(英文)：	Generating New Paths for Teacher Professional Development (TPD) Through MOOCs
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	English
論文頁數：	38
中文關鍵字：	教師專業發展; 磨課師; 線上課程; 線上學習; 教學革新
英文關鍵字：	teacher professional development, MOOCs, online courses; online learning; pedagogical innovation
服務單位：	國立臺東大學教育學系
稿件字數：	10855
作者專長：	磨課師; 課程與教學; 通識教育
投稿日期：	2017/4/20
論文下載：
摘要(中文)：	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。
摘要(英文)：	TThe 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.
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