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

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