Purpose-This paper reports research that has investigated the context, development and outcomes of a cross-European in-service training programme, seeking to develop mobile learning practices in classrooms. MLEARN, a European Union (EU)-funded project, has explored and promoted teacher development of mobile learning practices in four member states-the Netherlands, the United Kingdom (UK) (England), Greece and Italy. This paper details the ways research findings both fed into and were elicited from this pilot, how outcomes were analysed, and the results and recommendations arising. The research focused on three aspects: how contextual backgrounds for the programme could be identified and considered; a training needs analysis of trainers and teachers involved in the pilot; and gathering initial, mid-term and final outcomes from teachers and learners after their involvement in teacher education events and some thirteen months of pilot uses in classrooms. Design/methodology/approach-The paper reports on the three elements of the research, each one undertaken in different but complementary ways: detailing contextual backgrounds through literature reviews and key informant responses; undertaking a training needs analysis through a literature review and online survey informant responses from teachers and trainers; and gathering outcomes of uses arising though five surveys, largely completed online, from all teachers and all learners involved, after some 2, 3, 5, 9 and 13 months of use. Analysis of results has used a comparative approach between survey periods, and has sought to identify gaps. Findings-The aim of the research was to support the development of a teacher training programme, then to identify outcomes for teachers and learners. Findings have shown that while the training programme led to successful outcomes, and while there was rapid uptake and use of the mobile devices by teachers and learners after only 2 or 3 months, there were shifts in emphasis across the period of the pilot, dependent on country curricula, legislation, and teacher focus. Final evidence suggested that long-term integration will require additional focus on appropriate learning activities in the training programme, together with a focus on sustainability of integration beyond a one-year period. Social implications-Access to and uses of mobile devices are increasing, across countries in the EU, and across age ranges. Whether and how these devices can be used to support learning and teaching are questions that need to be considered in contemporary contexts, as these are changing in an ongoing way. This paper explores the ways that country curricula, legislation, training programmes, and teacher and learner awareness and perceptions, can influence practice. Originality/value-Teachers have limited access to training programmes in developing mobile learning practices. This study has investigated a key pilot in this underdeveloped area, and has identified key factors that need to be considered when programmes are developed and run.

This article critically explores the evaluation practice of practitioners working in an English development education organization on the basis of an in‐depth longitudinal case study. Ethnographically collected data include observations, documentary analysis and 26 semi‐structured interviews with funders, practitioners and coordinators that capture what they do on a daily basis and how they attribute meaning and value to their practice of evaluation. Social practice theory locates evaluation as an everyday routinized practice. A typology of practitioners' engagement in evaluation practice reveals the importance of the reflective and socio‐relational features in evaluation in order to transform its practice into an enjoyable experience. © 2019 John Wiley & Sons, Ltd.

This article contributes to extending the current conceptualisation of entrepreneurial learning by challenging the assumption that entrepreneurial learning is solely embodied in the entrepreneur. Entrepreneurial learning is an emergent trend that involves a developmental approach to learning in acting on opportunities and experiences. We apply a social practice theory to entrepreneurial learning to advance understanding of the value of entrepreneurial thinking towards informal, experiential and aspirational learning. We position entrepreneurial learning within the social learning and social practice literature in the (1) alternative formats to formal learning, and (2) implications of entrepreneurial learning, as a social practice, for management learning and entrepreneurship education research. Based on a qualitative empirical analysis of a co-created entrepreneurial learning programme for ‘Stimulating Entrepreneurial Thinking in Scientists’, this study shows that entrepreneurial thinking can be expanded beyond the entrepreneur, and developed by others such as science, technology, engineering and mathematics scientists. With the drive for individuals to become entrepreneurial in their everyday practices, our study contributes towards extending the conceptualisation of entrepreneurial learning through insights from social practice theory. In addition, by understanding the value of entrepreneurial thinking, particularly via non-formal and informal approaches to learning, our research expands underexposed issues of entrepreneurial learning across diverse audiences, contexts and disciplines.