Online discussion has emerged as an increasingly common forum for conversation and professional reflection in teacher education. Across Canada, Australia, the United States and the United Kingdom, numerous universities have experimented with various forms of online discussion in teacher education programs. However, few scholars have explored the particular pedagogical challenges of creating meaningful discussions in online teacher education environments. In this paper, we examine some of these challenges and discuss how they might be met in the design of online courses in teacher education. Our intention is to provoke critical reflection on online teaching and contribute to the development of more robust online discussions in teacher education.
online learning communities; teacher education; online course design; critical reflection