Teacher Educators’ Conceptualisation of Technology in Malawi: A Critical Perspective

Foster Gondwe

doi:10.25159/2312-3540/11639

Authors

Foster Gondwe University of Malawi

DOI:

https://doi.org/10.25159/2312-3540/11639

Keywords:

Critical perspectives, Malawi, Teacher educator technology competencies, instructional technology, non-traditional teacher educator

Abstract

This study took a critical perspective to explore teacher educators’ conceptualisation of instructional technology in Malawi. Participants included teacher educators from three different public teacher education institutions, and staff members of a Non-Governmental Organisation (NGO) that trains teachers and student teachers in the use of digital education technology. Data were generated through semi-structured interviews and document analysis. The findings showed prominence of the media view of instructional technology, especially digital technologies. These conceptualisations appear to be shaped by the teacher educators’ prior training, experience in teaching an instructional technology course, and organisational structures that facilitate the use of instructional technology at the institutions under study. These findings might be useful for teacher educators’ technology professional development content and activities. The findings can also provide insights into extending conversations on the applicability of Teacher Educator Technology Competencies (TETCs) in contexts beyond the USA, where they were primarily developed.

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