An analysis of heutagogical practices through mobile device usage in a teacher training programme in malawi

4Citations
Citations of this article
70Readers
Mendeley users who have this article in their library.

Abstract

This paper analyses the mediation of heutagogical practices using mobile devices in a teacher training programme in Malawi. Existing literature suggests that the use of mobile devices facilitates the development of heutagogy, an educational approach characterised by interdependent learning, double-and triple-loop learning and participation in communities of practice. The study draws on three major heutagogical principles for its theoretical foundation. It adopts the case study method, and uses questionnaire, semi-structured interviews, focus group discussions and personal diaries for data collection. Mobile phone ownership is almost universal at the college and most of the student-teachers possess at least one Internet-enabled device. Despite laptop ownership and institutional access to computers being low, a relatively high number of student-teachers frequently use computers in their studies to complement mobile phones. Regarding heutagogical practices, few student-teachers claim to engage in interdependent learning as well as double-and triple-loop learning. Conversely, most of them tend to participate in communities of practice, particularly those involving students only. In addition, few student-teachers hold the intention to use their devices in their own teaching.

Cite

CITATION STYLE

APA

Chimpololo, A. (2020). An analysis of heutagogical practices through mobile device usage in a teacher training programme in malawi. Journal of Learning for Development, 7(2), 190–203. https://doi.org/10.56059/jl4d.v7i2.391

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free