“A SELF-NARRATIVE STUDY OF TEACHER PROFESSIONAL DEVELOPMENT CONSTRUCTION

THROUGH PARTICIPATING IN MOOC”

ABSTRACT

The research aims to explore and reflect the diaries of pre-service teachers who employ
MOOCs for Teacher Professional Development (TPD) learning. Using self-narrative inquiry
proposed by Yuan & Hickman (2016), I uses diary as written documentation to review my
personal experience regularly. The participant of this study is myself. The settings of study are
higher education in pre-service teachers. The data were collected through the diary and some
documents e.g. photos and videos that represent the reflection on the use of MOOCs. This
research is expected to have a practical contribution, in a way to explain how virtual courses
(MOOCs) benefit pre-service English teachers’ in learning professional development courses. In
terms of empirical contribution, this research is aimed at expanding and filling the gap of the
use of MOOCs as learning tools for English pre-service teachers’ in the Indonesia context. The
main theory that I used is five elements from Guskey (2002): 1) participant reaction 2)
participant professional learning 3) participant use of new skills 4) organizational culture 5)
student learning outcomes. The result showed that I feel significant improvement to my
professional development construction. What I did not know in the past can be answered by
the tutors in my present MOOC program. Extensively, I felt more enthusiastic to share what I
have understood for free and helped me achieve my perspective to teach my students
afterward.

Keywords: pre-service English teachers, MOOCs, teacher professional development, TPD-

MOOC