ERIC Number: EJ1089518
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Regulating the Writing Process in the Teacher Training Practicum Guided by Feedback at the University of Barcelona
Vidiella, Maria-Cinta Portillo; Garcia, Elena Cano
Cambridge Journal of Education, v46 n1 p55-79 2016
This is a longitudinal study that focuses on blog-writing for the purpose of self-assessing competencies, and which was carried out within the practicum of a degree course in Primary Education Teaching at the University of Barcelona. Over the course of three academic years, students and a teacher have used a Platform 2.0 program, specially created for the study, to reflect on their learning processes and to self-assess with respect to the benchmark competences selected. The results show, first, a significant increase in students' levels of awareness of their own competences, thanks to the optimisation of their communicative competency to explain same, and guided by the teacher's feedback; and second, a growing level of satisfaction that can be observed in the assessment surveys on the process implemented.
Descriptors: Feedback (Response), Longitudinal Studies, Practicums, Learning Processes, Benchmarking, Elementary School Teachers, Teacher Education Programs, Foreign Countries, Electronic Publishing, Web 2.0 Technologies, Self Evaluation (Individuals), Metacognition, Student Attitudes, Student Surveys, Sociocultural Patterns, Teaching Methods, Qualitative Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain (Barcelona)
Grant or Contract Numbers: N/A