ABSTRACT
This chapter focuses on the issues and factors that should be considered before and during the design of teacher education Massively Open Online Courses (MOOCs) for use by learners in developing countries. It discusses MOOCs in terms of the required pedagogical affordances for effective teacher education. The chapter explains the various types and levels of teacher education in light of the appropriateness of MOOCs as learning and teaching platforms. It examines the technological affordances of MOOCs and their suitability for teacher education in developing world contexts. The chapter reviews the quality assurance and accreditation issues in terms of their relevance to teacher education MOOCs targeting developing world audiences. Teacher education is a complex business that requires a multifaceted and multi-layered approach due both to the many different learning needs of the world’s children as well as the diverse set of competencies that need to be acquired by teachers.
