شبكة المعلومات العربية التربوية

This research aimed at identifying the role of Massive Open Online Courses (MOOCs) in the development of teacher preparation program, and its applying obstacles at the Faculty of Education, University of Khartoum. The analytic descriptive method was followed. The questionnaire was used as a tool for data collection; it was distributed to a random sample of 54 teaching staff members. The research concluded that: The average of respondents' responses to the items of questionnaire that as a related to the role of MOOCs in the development of teacher preparation reached (3.78) with high agreement degree. There are obstacles to the using of MOOCs with moderate agreement degree and an average of (3.57). There is no statistically significant differences between the averages of the views of the sample towards the role of MOOCs due to the specialization and years of experience variables. Based on these results, the researcher presented a number of recommendations, most important are: The accreditation of MOOCs as one of the important techniques innovations in university instructional practice as an alternative to traditional methods. (Published abstract)