An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi

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-...

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Autor principal:	Andrew Chimpololo
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2020
Materias:	heutagogy teacher education learner-centred mobile devices Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/549a8d91fbd3480882735125e3b341f5
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spelling	oai:doaj.org-article:549a8d91fbd3480882735125e3b341f52021-12-02T22:32:54ZAn Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi2311-1550https://doaj.org/article/549a8d91fbd3480882735125e3b341f52020-07-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/391https://doaj.org/toc/2311-1550This 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.Andrew ChimpololoCommonwealth of Learningarticleheutagogyteacher educationlearner-centredmobile devicesTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 7, Iss 2, Pp 190-203 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	heutagogy teacher education learner-centred mobile devices Theory and practice of education LB5-3640
spellingShingle	heutagogy teacher education learner-centred mobile devices Theory and practice of education LB5-3640 Andrew Chimpololo An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
description	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.
format	article
author	Andrew Chimpololo
author_facet	Andrew Chimpololo
author_sort	Andrew Chimpololo
title	An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
title_short	An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
title_full	An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
title_fullStr	An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
title_full_unstemmed	An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
title_sort	analysis of heutagogical practices through mobile device usage in a teacher training programme in malawi
publisher	Commonwealth of Learning
publishDate	2020
url	https://doaj.org/article/549a8d91fbd3480882735125e3b341f5
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An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi

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