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...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/164844 |
| Acesso em linha: | https://hdl.handle.net/2445/164844 |
| Access Level: | acceso abierto |
| Palavra-chave: | Ensenyament a distància Tutoria (Ensenyament) Doctorands Ensenyament de llengües Distance education Tutoring (Teaching) Doctoral students Language teaching |
| Resumo: | 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. |
|---|