MOOC-Based In-Service Training Model for Teachers' Professional Development in Organizations: A Grounded Theory Approach
Subject Areas :Roh Allah gholampour sadehi 1 , asad allah Zangoei 2 * , Hossain Momenimahmouei 3 , Mehdi zirak 4
1 -
2 - Assistant Professor of Educational Sciences, Department of Educational Sciences, University of Birjand, Birjand, Iran (Corresponding Author)
3 - Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran.
4 - Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran.
Keywords: In-service training, MOOC, teacher professional development,
Abstract :
The purpose of the present study was to design an in‑service training model based on MOOCs for the professional development of teachers in the organization. To this end, a grounded theory method with the Strauss and Corbin approach was employed. The statistical population of the study consisted of teachers, human‑resources experts of the Ministry of Education, and subject‑matter specialists. The research data were collected through semi‑structured individual interviews, and the statistical sample included 18 participants who were selected through purposive theoretical sampling. The data were analyzed using Strauss and Corbin’s (1990) three‑stage coding method. The findings indicate that the synergy of the components of teachers’ professional development, inspired by MOOCs and modern technologies, functions as the core phenomenon, with individual, organizational, and social contexts influencing this component. The causal conditions comprised new professional needs and changes in learning environments, the enhancement of teachers’ media literacy, and the presence of a constructive communication network among teachers. The limiting factors consisted of individual, structural, and economic barriers, and the effective strategies in this model included organizational support and the creation of incentive mechanisms, emphasis on self‑directed processes in professional development, and the application of project‑based strategies. Ultimately, the intended outcome for the MOOC‑based in‑service training model for teachers’ professional development in the organization was identified as strengthening teachers’ professional empowerment through modern in‑service training platforms.
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