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

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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.

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Universal Journal of Educational Research, 2019, vol. 7, num. 5, p. 1234-1246

# metadata.dc.rights[].value
cc-by (c) Novillo Navarro, Paula et al., 2019

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Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

# metadata.dc.title[].value
Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio