Universal Journal of Educational Research Vol. 7(5), pp. 1234 - 1246
DOI: 10.13189/ujer.2019.070509
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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


Paula Novillo 1,*, Joan Tomàs Pujolà 2
1 The International Center of Barcelona (UNIBA), University of Barcelona, Spain
2 Faculty of Education, University of Barcelona, Spain

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.

KEYWORDS
E-tutoring, E-portfolio, Reflective Practice, Language Teacher Education, Online Learning

Cite this paper
Paula Novillo , Joan Tomàs Pujolà . "Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio." Universal Journal of Educational Research 7.5 (2019) 1234 - 1246. doi: 10.13189/ujer.2019.070509.