Applying Mentored Blended Learning With Mooc To Improve Preservice Teacher's Teaching Skill and Self-Efficacy

Abstract

Purpose: The purpose of this study is to assess the effectiveness of the Mentored Blended Learning with MOOC (MBM) model in enhancing the teaching skills and self-efficacy of preservice teachers prior to their internships. By implementing this model, the study aims to provide insights into how a structured combination of mentorship, blended learning, and MOOCs can improve practical teaching competencies and confidence in preservice teachers, thereby informing future approaches in teacher education training programs. Theoretical reference: This study uses constructivist, social learning, self-efficacy, and blended learning models to enhance preservice teachers' teaching skills and self-efficacy, focusing on active learning, self-efficacy, and authentic contexts. Method and material: The study used a mixed-methods approach, involving 120 preservice teachers, 5 preschool teachers, and 5 experts. The MBM model was developed through focus group discussions and evaluated by experts. The experimental group received training through the MBM model, while the control group followed the traditional curriculum. Results and Conclusion: The study found that the Mentored Blended Learning with MOOC (MBM) model significantly improved the teaching skills and self-efficacy of preservice teachers compared to the control group. This suggests the MBM model's potential for improving teacher education by combining mentorship, blended learning, and MOOCs.