Abstract:
This study investigated prospects and challenges for enhancing instructors' digital competence in teaching practices, a case of teacher education in Tanzania. The study employed a mixed-methods approach. A total of 179 respondents (49 tutors, 128 teacher trainees, and 2 college principals) from two teacher colleges in Tanzania's Mainland participated. The study was guided by two theoretical foundations: the TPACK model and, as a complement, computer self-efficacy (CSE). Data were collected using a questionnaire, an interview guide, and observation checklists. Through analysis of self-reported challenges facing ICT integration in teacher education and the need for enhancing digital competence in teacher education, results show that tutors and teacher trainees were rarely trained on technology-enhanced pedagogy, which resulted in tutors and teacher trainees not using digital tools primarily for pedagogical purposes. The study highlights the need for ongoing pedagogical support in developing digital teaching and learning environments for tutors and teacher trainees. To increase motivation and provide efficient, subject-focused examples, educators must understand the potential of digital tools and identify pedagogical added value in their context. The role of teacher educators in incorporating digital technology is crucial for meeting students' learning requirements across various subjects in teacher education. document is a "live" template and already defines the components of your paper [title, text, heads, etc.] in its style sheet.
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