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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Delfín Ortega-Sánchez & Isabel María Gómez-Trigueros, 2019. "Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development," Sustainability, MDPI, vol. 11(3), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:3:p:578-:d:200013
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