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http://hdl.handle.net/2445/164844
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DC Field | Value | Language |
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dc.contributor.author | Novillo Navarro, Paula | - |
dc.contributor.author | Pujolà, Joan-Tomàs | - |
dc.date.accessioned | 2020-06-08T20:46:55Z | - |
dc.date.available | 2020-06-08T20:46:55Z | - |
dc.date.issued | 2019-05-06 | - |
dc.identifier.issn | 2332-3205 | - |
dc.identifier.uri | http://hdl.handle.net/2445/164844 | - |
dc.description.abstract | 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. | - |
dc.format.extent | 13 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | Horizon Research Publishing | - |
dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.13189/ujer.2019.070509 | - |
dc.relation.ispartof | Universal Journal of Educational Research, 2019, vol. 7, num. 5, p. 1234-1246 | - |
dc.relation.uri | https://doi.org/10.13189/ujer.2019.070509 | - |
dc.rights | cc-by (c) Novillo Navarro, Paula et al., 2019 | - |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es | - |
dc.source | Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica) | - |
dc.subject.classification | Ensenyament a distància | - |
dc.subject.classification | Tutoria (Ensenyament) | - |
dc.subject.classification | Doctorands | - |
dc.subject.classification | Ensenyament de llengües | - |
dc.subject.other | Distance education | - |
dc.subject.other | Tutoring (Teaching) | - |
dc.subject.other | Doctoral students | - |
dc.subject.other | Language teaching | - |
dc.title | Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 689964 | - |
dc.date.updated | 2020-06-08T20:46:55Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
Appears in Collections: | Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica) |
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File | Description | Size | Format | |
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689964.pdf | 408.51 kB | Adobe PDF | View/Open |
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