Metacognitive self‐portraits: Preservice teachers as learners

Abstract

Abstract The research described in this article focuses on a content analysis of learning logs kept by preservice teachers in an educational psychology course at an open admission university. Categories of strategy use, goalsetting, self‐monitoring and attributions were examined in detail. Differences were found among strategy use of successful, unsuccessful, and improving students, and profiles of each category were developed. Implications for strategy instruction were discussed. It was concluded that all categories of students in this population could benefit from strategy instruction.