Pedagogical Implications of Asynchronous Online Discussion for the Training of Secondary School Teachers in a Multicultural and Non-native English Speaking Setting

By Brinda Oogarah-Pratap.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 14, Issue 4, pp.67-74. Article: Print (Spiral Bound). Article: Electronic (PDF File; 518.012KB).

Dr Brinda Oogarah-Pratap

Senior Lecturer, School of Applied Sciences, Mauritius Institute of Education (MIE), Reduit, Mauritius

I am currently Senior Lecturer at the Mauritius Institute of Education. I am involved in the training of teachers of primary and secondary schools in the fields of Health Education and Nutrition Education. My research interests include Health Education, Nutrition Education, and the integration of web-based learning environments in teacher training programmes (pre-service and in-service).

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