Regulating the writing process in the teacher training practicum guided by feedback at the University of Barcelona

Abstract

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.

Keywords:

• regulation
• self-assessment
• feedback
• professional practice
• competencies

Acknowledgements

The authors offer their sincere thanks to the three groups of students of the subject ‘Pràctiques 2’ (Practices 2) who participated in this research during the academic years 2009–2010, 2011–2012 and 2012–2013.

Notes

1. See http://www.ub.edu/fprofessorat/

2. ANECA and AQU are the state and region agencies of Quality Assurance in Higher Education.

3. When making the selection, the team based their decision on the conception of competencies as defined by Perrenoud (2001, 2004) and Cano (2005).

Additional information

Funding

This work was supported by Universitat de Barcelona [REDICE A0801-03, REDICE 2010 1002-04 and REDICE 2012 1802-01].