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Dr. Foster Gondwe

SENIOR LECTURER
Education Foundations

Research Areas

Teaching and learning in higher education, International and comparative education, Pedagogy of teacher education,Instructional Technology,

Profile

Foster Gondwe holds a Ph.D. in Education from the Graduate School for International Development and Cooperation, Hiroshima University, Japan. He is specialized in Educational Development, including content areas of instructional technology, teaching and learning in higher education, international and comparative education, and teacher education and professionalization. A great part of his research is committed to understanding the intersection of Information Technology and Teacher Education, premised on the consideration that teacher education plays an important role in preparing teachers and student teachers to integrate technology into their classrooms. Foster has presented this research at several local and international conferences, delivered invited talks, and published in peer-reviewed journals and popular media. He is a member of the Society for Information Technology and Teacher Education (SITE), and the British Association for International and Comparative Education (BAICE). He is also the Book Reviews Editor of the Journal of Interactive Media in Education (JIME) at the Open University, UK.

Publications

  • Journal Article
    Nguyen, N.T.L & Gondwe, F. (2024) Concerns of Novice Teacher Educators: A Narrative Self-Study. Springer Nature Social Science https://doi.org/10.1007/s43545-023-00803-7 (2024)
    https://doi.org/10.1007/s43545-023-00803-7
  • Book Chapters
    Gondwe, F. & Mtemang'ombe, F. (in press). Envisioning Artificial Intelligence in Teacher Education in Malawi: The Role of Teacher Educators as Researchers and Curriculum Developers. In E. Langran et al. (Eds). Generative AI in Teacher Education: Opportunities, Challenges, and Visions for the Future. Association for the Advancement of Computing in Education (2024)

  • Journal Article
    Gondwe, F. Mwakilama, E & Maseko, B. (2023). Digital Citizenship as a Requisite competence for Teacher Educators in Malawi. Journal of Humanities. (2023)
    https://www.ajol.info/index.php/jh/article/view/251338
  • Journal Article
    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. (2023)
    https://doi.org/10.36615/sotls.v7i2.288
  • Book Chapters
    Gondwe, F., Kainja, J. & Ndasauka, Y. (2023). The Complex Interplay of Technology and Mental Health During COVID-19. Routledge (2023)
    https://library.oapen.org/bitstream/handle/20.500.12657/86272/9781003849872.pdf?sequence=1#page=240
  • Book Chapters
    Gondwe, F. Research-based Teacher Preparation for Technology-enhanced Education in Malawi: A Case Study. in H. Crompton et al (Eds). Global Perspectives on Teaching with Technology: Theories, Case Studies, and Integration Strategies. Routledge (2023)

  • Journal Article
    Wei, L. Gondwe, F., & Sok, S. (2022). Implementation of Teaching Practicum for Primary School Teachers: China, Cambodia and Malawi Case Studies. African Journal of Teacher Education, 11(1), 190–217. (2022)
    https://doi.org/10.21083/ajote.v11i1.6892
  • Journal Article
    Gondwe, F. (2022). Teacher Educators’ Conceptualisation of Technology in Malawi: A Critical Perspective. International Journal of Educational Development in Africa 7 (1). (2022)
    https://doi.org/10.25159/2312-3540/11639.
  • Book Chapters
    Gondwe, F. & Maseko, B. (2022). Technology-Enhanced Teacher Professional Development: The Experience of a Digital EdTech Start-Up in Malawi. In J. Oliver et al. (Eds.), Multimodal Learning Environments in Southern Africa: Embracing Digital Pedagogies - Digital Education and Learning. Springer Nature Switzerland AG (2022)
    10.1007/978-3-030-97656-9_10
  • Journal Article
    Gondwe, F. (2021). Conceptualizing Technology Professional Development for Non-traditional Teacher Educators: The Case of Primary Teacher Education in Malawi. Journal of International Development and Cooperation, 27(1), 51-63. (2021)
    DOI info:doi/10.15027/50481
  • Journal Article
    Maseko, B., Gondwe, F. ., Winiko , S. ., & Chiziwa, S. . (2021). Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education. African Journal of Teacher Education, 10(1), 346–364. (2021)
    https://doi.org/10.21083/ajote.v10i1.6554
  • Journal Article
    Gondwe, F. (2021). A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi. Journal of Interactive Media in Education. (2021)
    DOI: http://doi.org/10.5334/jime.613
  • Journal Article
    Gondwe, F. (2021). Technology professional development for teacher educators: A literature review and proposal for further research. SN Social Sciences, 1(8), 1-35. (2021)
    https://doi.org/10.1007/s43545-021-00184-9
  • Book Chapters
    Gondwe, F., & Mwakilama, E. (2021). Examining the intersection of democracy, teacher education and ICT: Insights from Malawi. In Education, Communication and Democracy in Africa (pp. 111-124). Routledge. (2021)
    https://www.taylorfrancis.com/chapters/edit/10.4324/9781003125440-10/examining-intersection-democracy-teacher-education-ict-foster-gondwe-elias-mwakilama
  • Journal Article
    Gondwe, F. (2020). ICT Integration into Teacher Education: Teacher Educators' Experiences of Policy at Two Teacher Education Institutions in Malawi. Journal of International Development Studies, 29(1), 117-128.. (2020)
    https://doi.org/10.32204/jids.29.1_117
  • Book Chapters
    Gondwe, F. (2018). Integrating ICT in Secondary Teacher Education: Case of Malawi's Education Policy Texts Since 2017. In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education (pp. 332-353). IGI Global. (2018)