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Upgrading Algerian Secondary Teachers' E-Savoir-Faire Post COVID-19 via MOOC-Based Continuous Professional Development
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Author(s): Rafik El Amine Ghobrini (DSPM Research Lab, Abdelhamid Ibn Badis University, Algeria), Hanane Sarnou (DSPM Research Lab, Abdelhamid Ibn Badis University, Algeria)and Faiza Benaicha (GSLSD Research Lab, Abdelhamid Ibn Badis University, Algeria)
Copyright: 2023
Pages: 14
Source title:
Practices and Perspectives of Teaching and Teacher Education in Africa
Source Author(s)/Editor(s): Gideon Boadu (RMIT University, Melbourne, Australia), George Odhiambo (United Arab Emirates University, Al Ain, UAE)and Pegah Marandi (Excelsia College, Australia)
DOI: 10.4018/978-1-6684-7722-9.ch011
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Abstract
Along with the ever-shifting and evolving challenges in education, particularly due to the ongoing worldwide COVID-19 pandemic, comes an urgent need to fully investigate the existing literature to recalibrate instructor's e-practices to function optimally online by finding e-avenues to overcome issues related to e-pedagogy. In this chapter, the authors initially lay the theoretical underpinning of both massive open online courses (MOOCs) and continuous professional development (CPD) e-programs. They subsequently propose a framework that fuses these two entities and thus showcase its potential catalyst effect in re-skilling academic practitioners in general and secondary level instructors in particular to up-grade their e-savoir-faire that is tightly related to promoting engaging and motivating e-teaching-learning experiences for their digitally-tethered 21st-century learners. They conclude by spotlighting the future implication of such a pragmatic and practical (e)-solution in nationwide and local-bound contexts.
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