| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 104 === Amidst the technological advancements of the digital era, information and knowledge can be sourced from devices that are similar to mobile libraries, allowing people to access information on the internet easily. As role models in the field of education, teachers should not only be equipped with professional academic and pedagogical knowledge but also be capable of utilizing technology to enhance students’ learning effectiveness. Digital learning courses have become increasingly diverse with substantial advancements in internet technology. Massive Open Online Courses (MOOCs) became a global trend in 2008, after which many tertiary education institutions began to offer MOOCs. The present study adopted the technological pedagogical content knowledge (TPACK) framework, proposed by Mishra and Koehler (2006), to examine the knowledge of contemporary teachers, and to further discuss the pedagogical beliefs of teachers who participate in MOOCs.
The objective of the present study is to elucidate teachers’ pedagogical beliefs under the TPACK framework and to examine the influence of pedagogical beliefs on pedagogical behaviors. Teachers who participate in MOOCs were interviewed. The interviews were transcribed, and the transcriptions were used for data analysis. Practical recommendations and suggestions regarding teachers’ pedagogical beliefs on pedagogical behaviors under the TPACK framework were proposed and can serve as a reference for future studies, educators, researchers, and education institutions.
This research asserts that teachers have belief in TPACK for delivering the course, and believe that TPACK are beneficial to certain people. In general, teachers would like to believe that students willing to learn, and their teaching is beneficial for those students who are willing to take a course and combine their practical experiences with the course content. In line with this, the interaction and gap between teachers and students could be minimized by using internet. Encouraged by this, with the internet as a convenient and accessible tool, many teachers have begun participating in MOOCs. The present study postulates that under the TPACK framework, teachers who participate in MOOCs see education as borderless, and are willing to share their knowledge with all. Therefore, these teachers desire to spread knowledge to learners who have a thirst for knowledge.
Keywords: TPACK、MOOCs、Teacher’s Belief、Teaching Behavior
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