Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation
This study documents teachers’ perceived impact of a massive open online course (MOOC) entitled The Self-Determined IEP: Supporting Success for Students with Behavioural and Adjustment Difficulties using Coldwell & Simkins’ (2011) model for evaluating continuing professional development in educ...
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| Format: | Article |
| Language: | English |
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International Council for Open and Distance Education (ICDE)
2024-11-01
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| Series: | Open Praxis |
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| Online Access: | https://account.openpraxis.org/index.php/up-j-op/article/view/709 |
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| author | Marie-Pier Duchaine Nancy Gaudreau Éric Frenette |
| author_facet | Marie-Pier Duchaine Nancy Gaudreau Éric Frenette |
| author_sort | Marie-Pier Duchaine |
| collection | DOAJ |
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This study documents teachers’ perceived impact of a massive open online course (MOOC) entitled The Self-Determined IEP: Supporting Success for Students with Behavioural and Adjustment Difficulties using Coldwell & Simkins’ (2011) model for evaluating continuing professional development in education. Employing pre-experimental pretest post-test research design with no comparison or control group, the 55 participating teachers responded to four online questionnaires at pre-determined points over the course of the study. Findings indicate that, as regards self-determination and individualized education plan (IEP) implementation, teachers experienced significant growth in knowledge, an increased sense of self-efficacy in handling socially and behaviourally challenged children, and improved teacher practices. With few respondents having yet employed a self-determined IEP in the field, no definitive conclusions are available concerning student outcomes, however findings imply good potential. No significant shift in respondents’ attitudes towards inclusive classrooms was noted. We discuss factors which contributed to findings in order to submit guidelines and possible avenues for future teacher training endeavours.
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| format | Article |
| id | doaj-art-eebef3e1df734ff8bbfb5d9ca04c4cdb |
| institution | Kabale University |
| issn | 1369-9997 2304-070X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | International Council for Open and Distance Education (ICDE) |
| record_format | Article |
| series | Open Praxis |
| spelling | doaj-art-eebef3e1df734ff8bbfb5d9ca04c4cdb2024-12-02T00:58:42ZengInternational Council for Open and Distance Education (ICDE)Open Praxis1369-99972304-070X2024-11-0116410.55982/openpraxis.16.4.709Perceived Impact of a Teacher Development MOOC on Self-Determined IEP ImplementationMarie-Pier Duchaine0https://orcid.org/0000-0002-8280-1121Nancy Gaudreau1https://orcid.org/0000-0003-2916-5178Éric Frenette2https://orcid.org/0000-0001-6503-535XUniversité LavalUniversité LavalUniversité Laval This study documents teachers’ perceived impact of a massive open online course (MOOC) entitled The Self-Determined IEP: Supporting Success for Students with Behavioural and Adjustment Difficulties using Coldwell & Simkins’ (2011) model for evaluating continuing professional development in education. Employing pre-experimental pretest post-test research design with no comparison or control group, the 55 participating teachers responded to four online questionnaires at pre-determined points over the course of the study. Findings indicate that, as regards self-determination and individualized education plan (IEP) implementation, teachers experienced significant growth in knowledge, an increased sense of self-efficacy in handling socially and behaviourally challenged children, and improved teacher practices. With few respondents having yet employed a self-determined IEP in the field, no definitive conclusions are available concerning student outcomes, however findings imply good potential. No significant shift in respondents’ attitudes towards inclusive classrooms was noted. We discuss factors which contributed to findings in order to submit guidelines and possible avenues for future teacher training endeavours. https://account.openpraxis.org/index.php/up-j-op/article/view/709Massive Open Online Course (MOOC)teacher(teacher) trainingteachingCPD evaluation modelprofessional development |
| spellingShingle | Marie-Pier Duchaine Nancy Gaudreau Éric Frenette Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation Open Praxis Massive Open Online Course (MOOC) teacher (teacher) training teaching CPD evaluation model professional development |
| title | Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation |
| title_full | Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation |
| title_fullStr | Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation |
| title_full_unstemmed | Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation |
| title_short | Perceived Impact of a Teacher Development MOOC on Self-Determined IEP Implementation |
| title_sort | perceived impact of a teacher development mooc on self determined iep implementation |
| topic | Massive Open Online Course (MOOC) teacher (teacher) training teaching CPD evaluation model professional development |
| url | https://account.openpraxis.org/index.php/up-j-op/article/view/709 |
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