This article investigated the contribution that keeping a diary, made to pedagogy students who had already attended a course with a supervised teaching stage, in which one of the activities involved the development of field diaries. Data was collected from questionnaires with open questions. Data analysis showed that the students recorded the events in the diary shortly after the supervised lesson/teaching period and that they produced a detailed description of the facts/events. For most students, keeping a diary allowed them to reflect on the practice (of other students) they observed, and on their own practice, while also assisting their memory of events and permitting some detachment from their experiences, thereby allowing a more profound analysis of what took place. Moreover, it provided evidence of the importance of the supervisor offering feedback, written or oral, and also the importance of referring to theoretical literature while reflecting on one's teaching.
Teacher Education; Field Daily; Teacher's Learning