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

Date
2020-07-20
Authors
Chimpololo, Andrew
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
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.
Description
Subject
Teacher Education, Mobile Learning (mLearning)
Country
Malawi
Region
Africa
Series
Journal of Learning for Development;vol. 7, no. 2
Citation
DOI