Empowering Preservice Teachers: A Mentored Blended Learning Approach with MOOCs to Elevate Skills and Self-Efficacy
Xia Zou
Thanin Ratana-Olarn
This research explored the evolving needs and preferences of preservice teachers and their teachers in a mentored blended learning model supplemented with Massive Open Online Courses (MOOCs). The primary objectives included understanding these educational stakeholders' requirements, developing an effective mentored blended learning with MOOCs model, and evaluating its impact on the teaching skills and self-efficacy of 40 third-year preservice teachers specializing in preschool education. Feedback from 15 participating teachers was also gathered. Employing a mixed-methods approach, this study utilized an experiment for preservice teachers and an interview schedule for their teachers. Quantitative analysis revealed a significant shift in preferences, where a mentored blended learning with MOOC model was considered the best approach to teaching preschool education-selected content. Preservice teachers strongly desired to utilize MOOCs to better understand training content and preferred the new model over traditional teaching methods. They sought more systematic, comprehensive knowledge closely linked to classroom teaching practices. There was a clear demand for extensive learning resources and a more interactive, supportive learning environment with timely mentor feedback. Additionally, preservice teachers were keen on honing their teaching skills, particularly in adapting to teaching and mastering teaching-learning strategies. The study also incorporated feedback from expert teachers, who contributed valuable insights for refinement. Overall, this research highlights the potential of the Teaching Model Version 3.0 to address the changing needs of preservice teachers and improve their skills and self-efficacy in preparation for internship placements.
Keywords: MOOC, Mentored blended learning, Teaching skill, Self-efficacy, Effects MOOC model
