The Study of the Antecedents and Consequences of Massive Open Online Courses (MOOCs) in the Professional Development of Pre-service Teachers in Primary Education

Document Type : Original Article

Authors

1 PhD student in Higher Education Management, Islamic Azad University, North Tehran Branch, Tehran, Iran

2 Department of Educational Sciences, Islamic Azad University, North Tehran Branch, Tehran. Iran

Abstract

Background and Objectives: This study explores the impact of Massive Open Online Courses (MOOCs) on the professional development of pre-service teachers in the primary education program at the University of Teacher Education. MOOCs, as a modern learning tool, hold significant potential for enhancing the skills and knowledge of future educators.
 Methodology: An applied qualitative research approach based on Grounded Theory was employed. Data were collected through semi-structured interviews with 16 specialists and professors in higher education. Participants were selected purposefully using a snowball sampling technique. The data collection continued until theoretical saturation was reached.
Findings: The findings identified key antecedents of MOOCs that influence their effectiveness, including environmental factors, learning systems, content management, standardization, and interaction. The study also identified four main outcomes: enhanced international communication, improved curriculum planning, stronger social and cultural foundations, and development of strategic planning.
Conclusion: MOOCs play a vital role in the professional development of pre-service teachers, providing opportunities to improve teaching practices, knowledge exchange, and cultural awareness. By ensuring appropriate standards in content, interaction, and support, MOOCs can significantly contribute to improving the quality of education for future educators..

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