Enhancing Teachers’ Professional Identity in a Reflective Learning MOOC

Authors

DOI:

https://doi.org/10.3991/ijet.v19i01.38897

Keywords:

reflective learning, professional identity, vicarious learning, negative role model, massive open online course, teacher education

Abstract


Social 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.

Author Biographies

Jefferson Rodrigues-Silva, Federal Institute of Minas Gerais

Professor from the Department of Mechanical Engineering at the Federal Institute of Minas Gerais (IFMG), Campus Arcos, Brazil. PhD Education at the University of Girona (UdG), Spain. Member of the Grup de Recerca en Educació Científica i Ambiental (GRECA) from UdG.

Ángel Alsina, University of Girona

Full Professor in Mathematics Education and Director of the Cátedra de Didática das Matemáticas M. Antònia Canals at the University of Girona (UdG), Spain. Principal researcher of the Grup de Recerca en Educació Científica i Ambiental (GRECA) from UdG.

Cover iJET – Vol 19, No 01, 2024

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Published

2024-01-10

How to Cite

Rodrigues-Silva, J., & Alsina, Ángel. (2024). Enhancing Teachers’ Professional Identity in a Reflective Learning MOOC. International Journal of Emerging Technologies in Learning (iJET), 19(01), pp. 23–38. https://doi.org/10.3991/ijet.v19i01.38897

Issue

Vol. 19 No. 01 (2024)

Section

Papers

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Copyright (c) 2023 Jefferson Rodrigues-Silva, Ángel Alsina

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