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The research compares teachers’ self-efficacy before and after participation, using quantitative measures. Among 251 enrolled teachers, 142 completed the course, and results show improved self-efficacy for teaching biological concepts, with recommendations for future research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Tzovla  \nDepartment of Molecular Biology & Genetics, Democritus University of Thrace, Evros, Greece  \nORCID: 0000-0003-2611-2783  \nKaterina Kedraka  \nDepartment of Molecular Biology & Genetics, Democritus University of Thrace, Evros, Greece  \nORCID: 0000-0002-8180-3643  \nThanassis Karalis  \nDepartment of Educational Sciences & Early Childhood Education, University of Patras, Achaia, Greece  \nORCID: 0000-0002-8564-8812  \nMarina Kougiourouki  \nDepartment of Primary Education, Democritus University of Thrace, Evros, Greece  \nORCID: 0000-0003-3398-2912  \nKonstantinos Lavidas  \nDepartment of Educational Sciences & Early Childhood Education, University of Patras, Achaia, Greece  \nORCID: 0000-0003-2225-1137  \nReceived: 19 May 2021 Accepted: 30 Jul 2021  \nAbstract  \nTeachers’ Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs.  \nIn the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers’self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers’ self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers’ self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.  \nKeywords: teacher professional development, MOOC, self-efficacy beliefs, elementary education, improving classroom teaching  \nINTRODUCTION  \nConstant scientific, social and technological changes affected, among other fields, education, making knowledge acquired by in-service teachers during their university education insufficient. Hence a new role of  \nteacher emerges, that of the lifelong learner who is called upon to be developed professionally to keep up with changes and therefore, being able to participate in redesigned learning environments (Kedraka, 2008) .  \nDuring the last decades there has been an intense discussion about the forms of teachers’ professional development (Aji & Khan, 2019) . The evolution of online learning environments could support professional development programs and reform education. In this regard some start-ups such as Coursera and Udacity in USA, a great number of initiatives in European level such as FutureLearn, European Schoolnet Academy and some others in international level such as XuetangX gave opportunities to those interested to participate inflexible courses for free, which are known as MOOCs (Massive Open Online Course) . MOOCs are online open courses (Kaplan & Haenlein, 2016) to anyone interested, a plethora of them were offered by universities and recently many providers offered paid courses. MOOCs can be grouped into cMOOCs and xMOOCs which differ in the pedagogical approach and methods they use (Depover et al., 2017) . cMOOCs are based on the idea that learning happens within a network, where learners create and construct knowledge (Siemens, 2013) . xMOOCs approach learning more as an individual process and are more teacher-led, have specific structure and assignment (Ross et al., 2014) . Apart from these, new forms have emerged, combining features of cMOOCs and xMOOCs and offering several choices in different areas (Bruff et al., 2013) .  \nAs for the last decades’ professional development projects, MOOCs have been offered especially for teachers (Teacher Profession","cbCaijeTNILhPZJA","https://ap.wps.com/l/cbCaijeTNILhPZJA","pdf",373406,14,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What is the purpose of the TPD-MOOC studied in this research?\",\"answer\":\"It is designed to improve in-service elementary school teachers’ self-efficacy beliefs, supporting teachers in enhancing confidence for teaching biological concepts.\"},{\"question\":\"How did the study evaluate effectiveness?\",\"answer\":\"The research used an experimental design and compared teachers’ self-efficacy beliefs before and after participation, supported by quantitative data.\"},{\"question\":\"How many teachers enrolled and completed the course?\",\"answer\":\"A total of 251 teachers enrolled, and 142 completed the TPD-MOOC.\"}]","Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research | PDF",1792090002,35]