From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE

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.

Keywords:

• Student-centred learning
• student teachers
• educational technology
• self-directed learning reflection

Notes

1. Two examples of students in Ibiza: http://4tgediaalouf.blogspot.com.es/2014/10/el-meu-ple.html and http://quartcursgedigozalbo.blogspot.com.es/2014/10/el-meu-ple-2014.html The former highlighted the access to information through peer-to-peer social networks; and the latter, coloured in purple the tools she used when writing reflective texts on her eportfolio.