Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development

Delfín Ortega-Sánchez and Isabel María Gómez-Trigueros
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Delfín Ortega-Sánchez: Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Isabel María Gómez-Trigueros: Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain

Sustainability, 2019, vol. 11, issue 3, 1-13

Abstract: This article analyzes, on the one hand, the perception of future teachers ( n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.

Keywords: teacher training; digital teaching competence; sustainable development; Social Sciences (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:11:y:2019:i:3:p:578-:d:200013

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