Diary-based strategy assessment and its relationship to performance in a group of trainee teachers
ARTICLE
Raquel Gilar, María de los Ángeles Martínez Ruiz, Juan Luis Castejón Costa
TATE Volume 23, Number 8 ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
Our work is based on the study of learning strategies used by a group of trainee teachers in a real learning situation, and how this use of strategies influences the results of the learning process. We use a diary as a tool to assess the learning strategies and compare the results obtained with those using an inventory. Our findings indicate that the deliberate use of strategies (measured by diaries) has a positive effect on knowledge acquisition, with the qualitative analysis method of the verbal protocols noted in the diaries proving more valuable than the use of traditional inventories.
Citation
Gilar, R., de los Ángeles Martínez Ruiz, M. & Costa, J.L.C. Diary-based strategy assessment and its relationship to performance in a group of trainee teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 23(8), 1334-1344. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/195587/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.07.012