The Impact of MOOCs on EFL Teachers’ Lifelong learning in Morocco
Mohamed Saoudi, University of Hassan II, Casablanca (Morocco)
Abstract
The use of Massive open online courses (MOOCs) in teacher education started to gain popularity because of their potential in solving some problems related to teacher training. This case study presents an attempt to understand the impact of taking MOOCs on EFL teacher’s lifelong learning. The study is addressed to teachers of English language in Moroccan Public schools. It analyzes the attitudes of Moroccan teachers towards MOOCs; It studies the profiles of teachers who enroll in MOOCs; It examines the factors that motivate these teachers to take MOOCs; and it examines the relevance of MOOCs which they take to their work. The findings show that MOOCs can help in teachers’ lifelong learning and can be integrated in teacher education in Morocco.
Keywords: MOOCs, Reflective Teaching, Teacher Professional, Development, Adult Learning;
References:
[1] Benhima, M. (2014). Teachers’ Training in Morocco: The Case of English Language Teachers: Morocco World News
[2] Cathrine Edelhard Tømte (2018): MOOCs in teacher education: institutional and pedagogical change? European Journal of Teacher Education