An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
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 le...
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| Format: | Article |
| Language: | English |
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Commonwealth of Learning
2020-07-01
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| Series: | Journal of Learning for Development |
| Online Access: | https://jl4d.org/index.php/ejl4d/article/view/391 |
| _version_ | 1811296433461002240 |
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| author | Andrew Chimpololo |
| author_facet | Andrew Chimpololo |
| author_sort | Andrew Chimpololo |
| collection | DOAJ |
| description |
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.
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| first_indexed | 2024-04-13T05:49:26Z |
| format | Article |
| id | doaj.art-549a8d91fbd3480882735125e3b341f5 |
| institution | Directory Open Access Journal |
| issn | 2311-1550 |
| language | English |
| last_indexed | 2024-04-13T05:49:26Z |
| publishDate | 2020-07-01 |
| publisher | Commonwealth of Learning |
| record_format | Article |
| series | Journal of Learning for Development |
| spelling | doaj.art-549a8d91fbd3480882735125e3b341f52022-12-22T02:59:51ZengCommonwealth of LearningJournal of Learning for Development2311-15502020-07-0172An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in MalawiAndrew Chimpololo0University of Malawi 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. https://jl4d.org/index.php/ejl4d/article/view/391 |
| spellingShingle | Andrew Chimpololo An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi Journal of Learning for Development |
| title | 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_short | 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 |
| url | https://jl4d.org/index.php/ejl4d/article/view/391 |
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