Students' Engagement in Learning through Personalization. The Students' Perspective of Initial Teacher Training

Training competent learners capable of acting in complex situations is a challenge of current university teaching. In response to this challenge, teaching methodologies that promote more active learners' engagement and a greater capacity for self-regulation of their learning have increased, such as the use of personalised learning strategies. In this work, we present a research that adopts a mixed methodological approach with quantitative predominance, whose objective is to investigate the Educational Psychology students' perspective of Initial Teacher Training regarding an experience of teaching innovation aimed at reinforcing students' sense-making and engagement with their learning. A questionnaire was designed with open and closed questions that a total of 274 students answered. This article presents the basic descriptive analysis of the quantitative data from the questionnaire. The results indicate high students' engagement and show different evaluations of the personalised learning strategies contemplated in the innovation, being especially valued: the possibility of choosing the format to demonstrate learning outcomes, the analysis of real situations of professional teaching practice and reflection on the executive aspects of the learning process carried out. The conclusions highlight the importance of integrating educational research as an integral part of improving teaching and learning processes and the need to consider the students' perspective to design formative training environments to be able to generate students' sensemaking and engagement.