Room to [re]think, [re]consider & reflect”: Analyzing students’ critical reflection and intercultural competences in portfolios throughout a blended mobility
This paper explores the potential of e-portfolios as tools for documenting and guiding students’ Critical Reflection Competences (CRC) and Intercultural Communicative Competences (ICC) throughout a Blended Mobility (BM) program. To achieve this, we conducted an empirical study within a BM project in...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dadun.unav.edu:10171/116957 |
| Acesso em linha: | https://hdl.handle.net/10171/116957 |
| Access Level: | acceso abierto |
| Palavra-chave: | BM Critical Reflection Intercultural competence E-portfolio Professionalization |
| Resumo: | This paper explores the potential of e-portfolios as tools for documenting and guiding students’ Critical Reflection Competences (CRC) and Intercultural Communicative Competences (ICC) throughout a Blended Mobility (BM) program. To achieve this, we conducted an empirical study within a BM project involving German master students in Spanish teacher education participating in a five-day study program in Spain. E-portfolios were employed to document and guide (the development of) students’ ICC and CRC, which were investigated using content and discourse analysis. The findings indicate that students could document their CRC and ICC in e-portfolios through entries produced after action-oriented events during the BM and guided by specific prompts. The final reflection conducted after the mobility phase also elicited more condensed documentation of CRC. The study highlighted that ICC and CRC could sometimes occur in an integrated manner, which was visible in more complex and detailed portfolio entries. |
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