Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi

Chikasanda, Vanwyk Khobidi Mbubzi; Otrel-Cass, Kathrin; Williams, John; Jones, Alister

doi:10.1007/s10798-012-9206-8

Cited by 28 publications

(12 citation statements)

References 46 publications

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“…The overwhelming developments of ICTs and the deep penetrations of digital technologies in every aspect of human life, communications, administrations, economics, and education; have made it possible for the ICTs to enforce a profound change in the nature of education media and negate the analog 'paper' forms of education, e.g. curricula, texts, books, manuals, guides and programs for the sake of digital and blended alternatives (Chikasanda et al, 2013;Flowerdew, 2005). However, the analog and digital forms in future schooling and higher education will never reach zero or 100%, since there will be a percentage of learners, young and adults who prefer paper modes and others who disfavor the digitals.…”

Section: Discussionmentioning

confidence: 99%

A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies

Hamdan

2021

IJERR

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Massive curriculum pedagogies (MCPs) represent an everlasting methodological problem of schooling throughout the Common. Era. Descriptive causal-comparative/ ex-post facto research techniques and Action Developmental Approach were used to objectively comprehend the problem's realities, trace the cause-effect relations between MCPs' factors, and build effective solutions to the MCPs’ research problem. The semantic logical reasoning of results showed strong linkages among the MCPs, the Holly Books' (H.B.s) teaching and the Factory Educational Model 1800+ in sharing extensive large groups learning and instruction. Even curriculum pedagogies took from H.Bs the compulsory learning besides the massive teaching methodology. What is disturbing here is these negative pedagogies are against the welfare of learners in the Info Global Age and the wide diversity of ICTs’ sources available to schooling. Learners have by nature no identical aptitudes, priority knowledge needs, thinking and achievement speeds, timelines, and live spaces for learning and schooling. Considering the research results and the pragmatic principle of ‘nothing can respond to diversity except diversity’, the Author offered a countering strategy (“Schools without Flunking”) merited with personalized, ICTs’ based, and collaborative peers, enabling 97% of learners to achieve the studied "blend-digit" curricula.

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Section: Discussionmentioning

confidence: 99%

A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies

Hamdan

2021

IJERR

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“…The study has a value for concerning the importance of the specific components of a TPD that targets OBL since many in-service teachers are expected to be proficient in using various appropriate pedagogical strategies related to their teaching subject (Chikasanda et al 2013), and also partially proficient in online teaching (Salmon 2011;Tschida et al 2016) (as cited in Philipsen et al 2019). Knowing pedagogical strategies for inclusive classrooms for online or blended courses are necessary for in-service teachers since being a good teacher in a face-to-face environment does not require the same in an online environment (Wolf 2006).…”

Section: Valuementioning

confidence: 99%

Shifting to digital: adoption and diffusion

Göğüş

2021

Education Tech Research Dev

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“…Their findings suggested the need for teachers to better understand how to prioritize their knowledge for use in practice. Furthermore, Chikasanda et al (2012) conducted a qualitative analysis of the teachers' journey through the phases of professional development. They argued that teacher's conceptualization of learning in technology is still fragile at this point.…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process

Sali¹

2020

ije

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The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected Asatidz. These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the Asatidz. These programs should better suit and complement Madrasah teachers’ pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.

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Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi

Cited by 28 publications

References 46 publications

A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies

A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies

Shifting to digital: adoption and diffusion

Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process

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