Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio

This study aims to analyse the tutoring strategies that three e-tutors employed in online written interactions with two of their corresponding pre-service teachers in the first stages of the development of their e-portfolio within a master's degree in online language teaching. Building on the d...

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Detalles Bibliográficos
Autores: Novillo Navarro, Paula, Pujolà, Joan-Tomàs
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/164844
Acceso en línea:https://hdl.handle.net/2445/164844
Access Level:acceso abierto
Palabra clave:Ensenyament a distància
Tutoria (Ensenyament)
Doctorands
Ensenyament de llengües
Distance education
Tutoring (Teaching)
Doctoral students
Language teaching
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spelling Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolioNovillo Navarro, PaulaPujolà, Joan-TomàsEnsenyament a distànciaTutoria (Ensenyament)DoctorandsEnsenyament de llengüesDistance educationTutoring (Teaching)Doctoral studentsLanguage teachingThis study aims to analyse the tutoring strategies that three e-tutors employed in online written interactions with two of their corresponding pre-service teachers in the first stages of the development of their e-portfolio within a master's degree in online language teaching. Building on the data collected from thirty-four documents, which include the written drafts of the initial document of their e-portfolios (the Starting Point), the final versions of this document and their email exchanges, and the study identifies six types of discursive-pedagogical strategies: Suggesting; Inquiring for reflection; Providing information and instructions; Correcting; Giving positive feedback; and Using affective moves. This article provides examples of each strategy, which illustrate the diverse ways in which the e-tutors tried to foster the pre-service language teachers' reflection. The results are relevant for a deeper understanding of the effective processes involved in e-tutoring and the development of reflective practice in the creation of an e-portfolio.Horizon Research Publishing2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/164844Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.13189/ujer.2019.070509Universal Journal of Educational Research, 2019, vol. 7, num. 5, p. 1234-1246https://doi.org/10.13189/ujer.2019.070509cc-by (c) Novillo Navarro, Paula et al., 2019http://creativecommons.org/licenses/by/3.0/esinfo:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1648442026-05-27T06:46:51Z
dc.title.none.fl_str_mv Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
title Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
spellingShingle Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
Novillo Navarro, Paula
Ensenyament a distància
Tutoria (Ensenyament)
Doctorands
Ensenyament de llengües
Distance education
Tutoring (Teaching)
Doctoral students
Language teaching
title_short Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
title_full Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
title_fullStr Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
title_full_unstemmed Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
title_sort Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio
dc.creator.none.fl_str_mv Novillo Navarro, Paula
Pujolà, Joan-Tomàs
author Novillo Navarro, Paula
author_facet Novillo Navarro, Paula
Pujolà, Joan-Tomàs
author_role author
author2 Pujolà, Joan-Tomàs
author2_role author
dc.subject.none.fl_str_mv Ensenyament a distància
Tutoria (Ensenyament)
Doctorands
Ensenyament de llengües
Distance education
Tutoring (Teaching)
Doctoral students
Language teaching
topic Ensenyament a distància
Tutoria (Ensenyament)
Doctorands
Ensenyament de llengües
Distance education
Tutoring (Teaching)
Doctoral students
Language teaching
description This study aims to analyse the tutoring strategies that three e-tutors employed in online written interactions with two of their corresponding pre-service teachers in the first stages of the development of their e-portfolio within a master's degree in online language teaching. Building on the data collected from thirty-four documents, which include the written drafts of the initial document of their e-portfolios (the Starting Point), the final versions of this document and their email exchanges, and the study identifies six types of discursive-pedagogical strategies: Suggesting; Inquiring for reflection; Providing information and instructions; Correcting; Giving positive feedback; and Using affective moves. This article provides examples of each strategy, which illustrate the diverse ways in which the e-tutors tried to foster the pre-service language teachers' reflection. The results are relevant for a deeper understanding of the effective processes involved in e-tutoring and the development of reflective practice in the creation of an e-portfolio.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/164844
url https://hdl.handle.net/2445/164844
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.13189/ujer.2019.070509
Universal Journal of Educational Research, 2019, vol. 7, num. 5, p. 1234-1246
https://doi.org/10.13189/ujer.2019.070509
dc.rights.none.fl_str_mv cc-by (c) Novillo Navarro, Paula et al., 2019
http://creativecommons.org/licenses/by/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Novillo Navarro, Paula et al., 2019
http://creativecommons.org/licenses/by/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Horizon Research Publishing
publisher.none.fl_str_mv Horizon Research Publishing
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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