From Diagrams to Self-Regulated Learning: Student Teachers' Reflections on the Construction of Their PLE

Autor/inn/en	Tur, Gemma; Marín, Victoria I.; Moreno, Juan; Gallardo, Antonio; Urbina, Santos
Titel	From Diagrams to Self-Regulated Learning: Student Teachers' Reflections on the Construction of Their PLE
Quelle	In: Educational Media International, 53 (2016) 2, S.139-152 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2016.1211335
Schlagwörter	Student Teachers; Reflection; Early Childhood Education; Portfolio Assessment; Electronic Publishing; Assignments; Content Analysis; Scoring Rubrics; Cluster Grouping; Web 2.0 Technologies; Educational Environment; Student Centered Learning; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Portfoliobeurteilung; Elektronisches Publizieren; Assignment; Auftrag; Zuweisung; Inhaltsanalyse; Scoring formulas; Auswertungsbogen; Eingruppierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Spanien
Abstract	This paper presents a study on the reflections on their PLEs by student teachers in an ICT subject of the fourth degree course in Teacher Education (Early Childhood Teacher Training) at the University of the Balearic Islands (UIB). There were four student teacher groups (n = 117) participating in this project, from the three Balearic Islands' campuses (Mallorca, Menorca and Ibiza). The main research issues focused on in this study are: the topics highlighted from the reflections on the students' PLEs and the reflection level achieved. To explore these issues, a content analysis technique has been used to interpret their final assignment of the students' eportfolios, in which they had to carry out their reflections on their PLEs. For that purpose, two instruments have been designed: a system of categories and a rubric of assessment. Results show that the topics on which students reflect most are the conception of the PLE, its explicitness and its purpose. Although some improvement in students' reflective skills was observed, conclusions lead us to the necessity of working further on the depth of reflections in order to adequately support self-regulated learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01