Teacher Educators’ Application of Learning from Technology Professional Development: A Case Study

Foster Gondwe; Frank Mtemang'ombe; Chikumbutso Manthalu

doi:10.36615/sotls.v7i2.288

Teacher Educators’ Application of Learning from Technology Professional Development

A Case Study

Authors

Foster Gondwe University of Malawi https://orcid.org/0000-0001-5716-3538
Frank Mtemang'ombe University of Malawi https://orcid.org/0000-0002-5890-8148
Chikumbutso Manthalu University of Malawi https://orcid.org/0000-0003-1615-3514

DOI:

https://doi.org/10.36615/sotls.v7i2.288

Abstract

This study explored teacher educators’ application of learning from technology professional development (TPD). Participants were drawn from a teacher training college and a Non-Governmental Organization (NGO) implementing an educational technology programme. The NGO case served as a snapshot to draw lessons that might be useful for teacher educators’ TPD in public teacher education institutions. The findings showed that while teacher educators confirmed their application of learning through student teachers’ performance, they reported work environment conditions and individual characteristics as obstacles to application of learning. The findings point to individual motivation, needs and obstacles concerning teacher educators’ TPD in Malawi.

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Published

2023-08-01

How to Cite

Gondwe, F., Mtemang'ombe, F., & Manthalu, C. (2023). Teacher Educators’ Application of Learning from Technology Professional Development: A Case Study. Scholarship of Teaching and Learning in the South, 7(2), 1–20. https://doi.org/10.36615/sotls.v7i2.288

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Issue

Vol. 7 No. 2 (2023): SOTL in the South

Section

Peer-reviewed articles

License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/