Examination of Text and Video-Formatted Learning Diaries in the Teacher Education

Oct 15, 2026

Uploaded by Franzy

This study comparatively examines text and video formatted learning diaries created within a school experience course in teacher education programs for prospective science teachers. Using a case study design, the participants produced learning diaries in both formats. Findings indicate that both diary formats enable prospective science teachers to review, see, and correct teaching-related deficiencies while supporting abilities to express themselves, communicate, and think critically for personal and social development. Participants also reported that text diary creation was more challenging, time consuming, and boring than video diary creation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Learning diaries as reflective tools

Learning diaries and assessment/feedback

Method and participants

Case study design

Diary creation in text and video formats

Results

Learning benefits of both formats

Perceived differences between text and video diaries

Australian Journal of Teacher Education | Volume 45 Issue 3 | Article 1 | | --- | --- | | 2020
Examination of Text and Video-Formatted Learning Diaries in the Teacher Education
Murat Debbag
Bartin University, [muratdebbag@gmail.com](muratdebbag@gmail.com)
Mustafa Fidan
Bartin University, [mfidan19@gmail.com](mfidan19@gmail.com)
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Higher Education and Teaching Commons, and the Vocational Education Commons | | Recommended Citation Debbag, M., & Fidan, M. (2020) . Examination of Text and Video-Formatted Learning Diaries in the Teacher Education. Australian Journal of Teacher Education, 45(3) . [http://dx.doi.org/10.14221/ajte.2020v45n3.1](http://dx.doi.org/10.14221/ajte.2020v45n3.1) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss3/1](https://ro.ecu.edu.au/ajte/vol45/iss3/1) Examination of Text and Video-Formatted Learning Diaries to Prospective Science Teachers Debbağ, Murat Fidan, Mustafa Bartin University, Turkey Abstract: This study aims to comparatively examine the text and video formatted learning diaries created within the scope of a school experience course which is apart of teacher education programs for prospective science teachers (PSTs). The case study design was used in this study. The participants created their learning diaries both in text and video formats for the school experience. Results showed that both text formatted diaries and video formatted diaries not only made it possible for the PSTs to see, review, and correct their deficiencies with respect to the profession of teaching, but also made contributions to the development of their abilities to express themselves, to communicate and to think in a critical way in terms ofpersonal and social development. In addition, some of the participants also stated that creating diaries in text format was more challenging, time consuming, and boring than creating them in video format. Introduction In the teaching-learning process, there are many concepts and phenomenons which should be understood, interpreted, and correlated correctly by the learner. Within this structure, factors such as revealing personal opinions, resolving the conceptual misunderstandings, and making conclusions about the future state by evaluating the experiences in the existing state have a critical role in success of the learners. In other words, it is known that individuals shape their future actions by reflecting on their experiences (Dewey, 1933; Medina et al., 2010; Schön, 1983) and refer to their past experiences by correlating their experiences with each other when necessary (Lee, 2005; Sánchez-Martí, Puig, Ruiz-Bueno & Regós, 2018; Smith, 2005) . A learning diary is one of the tools that can be used in teacher education with the aim of equipping prospective teachers with reflective thinking skills (Debreli, 2011; Komur ve Cepik, 2015; Tok, 2008; Wormeli, 2004) . In general, students write regularly about their experiences or lives in a notebook or paper with a pen(cil) . Moreover, as well as this penpaper form, the diaries can also be created as text through word processing software or electronic environments. Learning diaries are recognized as the documents in which learners compile all the learning activities they have been involved in (Uslu, 2009) . While encouraging the learners to describe their learning experiences (Hindman, Stronge & Tucker, 2004 ; Zhao, 2011), it also enables them to share those experiences with their lecturers (Arter, Chappuis, Chappuis & Stiggins, 2007). A learning diary is used as the assessment and evaluation tool that enables teachers to give feedback to students as well (Aschbacher & Alonzo, 2006 ; Riebenbauer, Dreisiebner & Stock, 2017) . Reporting in a le

FAQs

What is the main purpose of comparing text and video formatted learning diaries in teacher education?

The study aims to comparatively examine how text and video formatted learning diaries are created and used within a school experience course for prospective science teachers.

How was the study designed and what did participants produce?

A case study design was used. Participants created learning diaries in both text and video formats for the school experience.

What benefits did the study report for both diary formats?

Both text and video diaries helped prospective science teachers review, correct teaching deficiencies, and develop skills in self-expression, communication, and critical thinking for personal and social development.

Oct 15, 2026

Uploaded by Franzy