EXPERIENTIAL LEARNING PROCESSES USING AN E-DIARY IN STUDENTS’ INTERNSHIP

The article/presentation analyses data from e-diary taken by 88 students from three groups of pedagogical programs who were studying in the following school years: 2018-2019 and 2019-2020. As part of the internship tasks, the diary had to be written regularly weekly (for a total of 20 or 22 weeks). According to the provided half-standardised e-diary form, every week, the research participants had to document the most significant/successful/problematic situation in their school internship and raise any questions. The database on an e-diary basis contains 1962 situations of internship pedagogical activity. The data presented in the article is general for the whole group of research participants. The data analysis is based on six stages: access to the data, data coding, finding topics, revision of the topics, a summary of the topics and preparation of the report. The article presents how the e-diary was designed and how the e-diary stimulates the metacognitive capacity to reflect upon thinking capacities. The thematic analysis of the entries in e-diary has been conducted according to the following three aspects: emotional, cognitive, and the change in internship activity. The thematic analysis's emotional aspect (which was revealed in the e-diary notes) has been reflected by the dynamics of satisfaction from the professional activity. The intellectual aspect has been revealed by the dynamics of changes in students' self-estimation, attitude towards learning, and the teaching profession. The diaries provided the opportunity to analyse the learning situations via descriptions in the e-diary and the participant's self-reflections on their gained internship experience.