Examination of Text and Video-Formatted Learning Diaries to Prospective Science Teachers

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 a part 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 of personal 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.