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

  • Andrew Chimpololo University of Malawi

Abstract

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.

Keywords: heutagogy, teacher education, learner-centred, mobile devices.

Author Biography

Andrew Chimpololo, University of Malawi

Senior Lecturer, Language and Communication

Faculty of Education and Media Studies

Published
2020-07-20
How to Cite
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. Retrieved from https://jl4d.org/index.php/ejl4d/article/view/391
Section
Research Articles