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LQWHUFKDQJHDEO\ZLWKWHFKQRORJ\ development at work (Ping et al., 2018) as the analytical framework. The process involved transcription ofrecorded interviews, data reduction, categorising data, and interpretation through theoretical reading.
The findings indicate that:•Teacher educators held a ‘spectrum’ of definitions of instructional technology, from using technology
for improving teaching and learning to the use of specific technologies such as computers (see also
Chitiyo, 2010). However, the digital media view of instructional technology was the most prominent.
This conceptualization can be attributed to their prior training, content of technology professional
development they undertake, experience in teaching instructional technology, and the organization
structures that facilitate instructional technology at their institutions.

•Teacher educators undertake a mix of formal (such as workshops and upgrading programmes) andinformal (such as getting input from colleagues and engaging in academic activities) technology
professional development activities as a personal ambition and to respond to changes in teacher
education curriculum. The activities focused on technology competencies that seem not unique forteacher educators: for example, being models of using technology for their student teachers, or
preparing student teachers how they could enhance technology competencies of their future students(see also, Uerz et al., 2018). Student teachers’ perspectives helped to understand how teacher educators
were acting as models of using technology.

•Teacher educators confirmed their application of learning through student teachers’ performance.
However, they reported challenges such as large classes, lack of interest from colleagues, and lack oftechnology resources as obstacles to apply their learning.

•Mentoring and community of practice are some of the lessons learnt from the NGO case. Additionally,education specialists were expected to have attributes of instructional technologists: for example,
applying knowledge of theories of learning to the use of technology in teaching and learning. In thisway, the NGO case offers insights for designing job profiles of technology teacher educators ofinstructional technology in public teacher education institutions.

The findings suggest that the aim of the study has been addressed, which was to improve our understanding oftechnology professional development for teacher educators in Malawi. The findings support the thesis that,while teacher educators showed interest in improving their technology competencies by undertaking a mix ofprofessional learning activities, it seems their technology professional development content was not unique tothe profession of teacher educators. This was further compounded by challenges they faced as they attempted
to apply what they learnt from their technology professional development activities. Since the findings point
towards individual motivation, needs and obstacles concerning technology professional development, the study
is insightful for identifying effective technology professional development activities for teacher educators in
Malawi. However, since findings of qualitative research cannot be generalized to larger populations, and that
this study was exploratory in nature, the major significance of the study lies in its potential to raise new researchquestions. Accordingly, the following are some of the areas recommended for further research. First, although
the study revealed the use of community of practice and mentoring as some lessons from the NGO case, it is
not clear how the activities work (or fail to work), and how teacher educators benefit from them. Second,
conducting research or using research findings is one of the effective professional development activities forteacher educators. In this study, while some teacher educators reported to conduct research, it is unclear how
they consider research as their professional development activity. Therefore, further research can focus on howteacher educators pursue research as a technology professional development activity.
This study contributes to theory by illustrating technology professional development for non-traditional teacher
educators, which is valuable knowledge as teacher education around the world continues to be offered beyond
the confines of universities and colleges of education. Although the findings may not be transferrable to all nontraditional teacher educators, the snapshot can stimulate further discussions on technology professional
development for non-traditional teacher educators. The study also included student teachers’ perspectives asbasis for understanding teacher educators’ technology professional development, a topic that is underexploredin the literature.

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