Abstract

Teacher educators still face challenges to model effective technology integration into their work partly because they lack necessary technology competencies. With teacher educator technology competencies and technology professional development gaining prominence internationally recently, there is a need to continue making sense of the existing literature on the subject. This article is a literature review and includes proposals for new areas of research that can extend our knowledge of technology professional development (TPD) for teacher educators. Thirty papers published between 2000 and 2019 were included in the review. The findings include knowns and unknowns on the evaluation components of TPD teacher educators. The article has suggested further research on understanding teacher educators’ technology professional development from student teachers’ perspectives; the link between teacher educators’ technology competencies and their professional roles; and balancing between formal and informal TPD. The unique contribution of the paper is a proposed framework for conceptualizing teacher educators’ technology professionalism.

Original language	en
Volume	1
Issue number	8
Publication status	Published - 2021