Abstract:

The integration of technology within teacher education programmes signifies a critical pivot towards pedagogical innovation in Sub-Saharan Africa. This bibliometric review scrutinises the body of knowledge on technology integration and digitally innovative pedagogies within the region's teacher education frameworks. It aims to dissect the evolving narrative of technological pedagogy adoption, emphasising the incorporation of digital tools and methodologies in fostering enhanced teaching and learning outcomes. Through a methodical analysis of research trends, key contributors, and innovative practices, the study seeks to illuminate the pathways through which technology has been woven into the fabric of teacher education. Special attention is given to identifying the pedagogical shifts engendered by digital technologies, the challenges encountered in embedding these innovations, and the outcomes reported in the context of teacher training and professional development. By leveraging bibliometric analytics, this investigation uncovers the depth and breadth of research dedicated to technological pedagogies, offering a granular understanding of the state of digital innovation within teacher education. The findings aim to contribute to the discourse on educational transformation in Sub-Saharan Africa, providing a foundation for policy formulation, curriculum development, and strategic planning in teacher education.

Keywords:

Technology integration, teacher education, Sub-Saharan Africa, bibliometric review, innovative pedagogies, digital tools, pedagogical innovation, educational transformation, curriculum development, professional development.