While the promises of asynchronous online discussion in teacher training programs have been widely researched, there seems to be few studies focusing on the factors and practices that contribute to the success of online discussion in multicultural and non-native English speaking settings. In Mauritius, the educational system at primary and secondary levels supports a teacher-centred approach. This along with the fact that students enrolled at the local teacher training institution come from various cultural backgrounds and are non-native English speakers require special considerations when using online discussion. This paper will discuss the pedagogical implications for online discussion for the training of teachers in a multicultural and non-native English speaking setting based on current research findings related to the benefits of asynchronous online discussion in teacher training programs, its limitations and the ‘best’ practices.
|Keywords:||Teacher Training, Online Discussion, Pedagogy, Multicultural|
Senior Lecturer, School of Applied Sciences, Mauritius Institute of Education (MIE), Reduit, Mauritius
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