NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089518
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0305-764X
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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