Understanding teacher educators' pedagogical and technological cultural habitus (PATCH) in the Maldives

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creativework.keywordsTeacher educator | Pedagogical practice | Technology use | Habitus | Maldives
dc.contributor.authorAdam, Aminath Shafiya
dc.date.accessioned2024-07-03T11:41:37Z
dc.date.available2024-07-03T11:41:37Z
dc.date.issued2015
dc.description.abstractThe literature widely discusses the complexity of integrating technology in teachers’/teacher educators’ pedagogies, overlooking the impact of professionals’ culture when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences both consciously and unconsciously. This paper argues that technological and pedagogical practices of professionals cannot be fully understood without considering their social and cultural norms of their specific cultures. This research was designed through an ethnographic approach linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. The data was gathered from eleven teacher educators through interviews, observations, focus group discussions, and the hanging out activities in a Maldivian university context. The findings were generated using various strategies adhering to grounded theory for capturing an in-depth understanding of how teacher educators shaped their pedagogies. The paper presents two cases out of eleven teacher educators who participated in this research. Key findings demonstrated that teacher educators’ technological and pedagogical practice was influenced by their own culture, early learning experiences (social cultural), and their workplace (institutional culture). More specifically, the study indicated that teacher educators formed technological (PowerPoint-assisted) and pedagogical (content-oriented) cultural habitus by the influence of their social cultural norms in the Maldives. This study offers new theoretical understanding related to the impact of deep-seated cultural and context aspects on professionals’ practices and their use of technologies both in schools and university contexts.
dc.formatpdf
dc.identifier.urihttps://hoba.ium.edu.mv/handle/1/425
dc.language.isoen
dc.publisherThe University of Waikato
dc.subjectEducation | ތަޢުލީމު
dc.titleUnderstanding teacher educators' pedagogical and technological cultural habitus (PATCH) in the Maldives
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