Meeting the challenges of online teacher education in Madagascar.

This study investigates the attitudes and experiences of English teacher educators at a Malagasy pre-service teacher training institute regarding the shift to online teaching during and after the COVID-19 pandemic. Using qualitative data from six educators, the research highlights varied individual responses to online teaching, with some adopting platforms like Moodle early on while others relied on social media tools such as Facebook and Messenger, often influenced by limited training, high internet costs, and insufficient institutional support. Key challenges identified include unreliable internet access, lack of Technological, Pedagogical, and Content Knowledge (TPACK) training, and absence of a cohesive community of practice, whereas opportunities involved overcoming geographical barriers, addressing staff shortages, and fostering gradual digital competency development. The study concludes with recommendations for enhancing online teaching in low-resource contexts, emphasizing the need for affordable internet, targeted TPACK education, recognition of individual initiatives, and incremental adoption of technology to support sustainable teacher education in Madagascar and similar settings in the global South.