Do moocs help indonesian efl teachers shape their professional development virtually?

Abstract

This paper aims to explore the impact of an intensive online training course on teacher professional development. An exploratory study is conducted by inviting thirty-three English teachers across levels of education in Indonesia. The data were gathered through a questionnaire and interview to investigate the changing of their classroom practices and professional development after the program. The findings show the intensive online training course allows them to experiment with different technology tools in their classrooms, to get a new perspective on online learning, and to acquire new ideas and strategies for teaching. The implications of this research give directions and recommendations for future virtual teacher professional development (VTPD) and the need for integrating technological pedagogical content knowledge (TPACK) in the VTPD program.