Evolution of instructors’ technological pedagogical content knowledge in vocational training centres

Abstract

Technologies are now prevalent in society and vocational classrooms, with an increasing belief that educational technology can transform vocational education. In developing countries like Namibia, instructors (teachers in vocational schools) face significant responsibility for developing and enhance their technology knowledge for teaching and and learning. Literature suggests that in vocational education, where technology has a substantial impact, integrating technology into teaching and learning is key to achieving educational objectives. Instructors need to develop Technological Pedagogical Content Knowledge (TPACK) to effectively integrate technology in teaching. To support this integration, Namibia’s Ministry of Education introduced a national policy for information and communications technology (ICT) in education in 2005, alongside initiatives like the International Computer Driving License, the Education and Training Sector Improvement Programme, and the Tech/NA! ICT Implementation Plan. Instructors attend workshops to enhance their technological skills. This study aimed to explore how instructors develop their ability to teach with technology to support meaningful integration in vocational education.The study employed a qualitative multi-case design within the interpretive paradigm, guided by the TPACK framework and Self-Directed Learning theory. The study included 25 participants selected through criterion sampling from Vocational Education and Training (VET) institutions nationwide, based on their teaching levels, access to technology, and willingness to engage in various research methods (interviews, observations, and focus group discussions). Out of these participants, six indicated their willingness to participate further in semi-structured interviews, non-participatory observations, and focus group discussions. Thematic analysis was conducted with the assistance of NVivo software (version 22) to code the data, identify patterns, and develop themes and sub-themes.The study revealed limited understanding of TPACK among educators and Technical Vocational Education and Training (TVET) teachers engaged in self-initiated learning to integrate technology without formal guidelines, demonstrating awareness of their knowledge development. Despite challenges such as inadequate technological infrastructure, insufficient training, unstable internet, and limited access to technologies, TVET teachers actively pursued self-directed learning efforts to integrate technologies that enable them to develop TPACK. Most teachers showed strength in content knowledge (CK) developed through their pre-service training, while technology-related workshops motivated them to enhance their pedagogical knowledge and technological knowledge. Teachers use online sources, YouTube lessons, and peer learning communities to improve pedagogical and technological knowledge, which also contributes to their development of pedagogical content, technology pedagogical and technology content knowledge and TPACK.The study proposes the Contextual - TPACK (C-TPACK) framework as an expanded model tailored to TVET teachers for effective technology integration in Namibia. It also suggests revising professional development programmes, increasing investment in technological infrastructure, and fostering collaboration among teachers, students, and external partners.