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


  • Andrew Chimpololo University of 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- 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



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.



Research Articles
Received 2020-01-16
Accepted 2020-07-02
Published 2020-07-20