A Case Study on Teacher Educators' Technology Professional Development Based on Student Teachers' Perspectives in Malawi

Autor/in	Gondwe, Foster
Titel	A Case Study on Teacher Educators' Technology Professional Development Based on Student Teachers' Perspectives in Malawi
Quelle	In: Journal of Interactive Media in Education, 2021 (2021) 1, Artikel 3 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gondwe, Foster)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Foreign Countries; Teacher Educators; Faculty Development; Technological Literacy; Teacher Competencies; Interaction; Teacher Student Relationship; Educational Policy; Knowledge Base for Teaching; Student Role; Feedback (Response); Student Teachers; Student Teacher Attitudes; Educational Technology; Technology Uses in Education; Technology Integration; Malawi + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Technisches Wissen; Lehrkunst; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Student teachers' perspectives on how their teacher educators act as exemplars of using technology appropriately (or fail to do so) could create a basis for teacher educators' technology professional development (TPD). However, there is a dearth of research on student teachers' input into teacher educators' TPD, as research is dependent on self-reports of teacher educators' own competencies. This study explored teacher educators' TPD based on perspectives of student teachers. The study involved policy analysis, a survey, and interviews with student teachers in a university-based teacher education programme in Malawi. Findings indicate that student teachers have a stake in what it means to be a professional teacher educator in Malawi. The case study has also shown the contribution of student teachers' perspectives in strengthening teacher educators' TPD. The contribution includes clarifying the image of a technologically competent teacher educator and student teachers' co-learning with teacher educators. The paper discusses scholarly and practical implications of these findings. For instance, it is suggested that teacher educators should make the co-learning process more explicit to the student teachers. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01