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Peer-blogging as a tutoring Technique at Higher Education

dc.contributor.authorJiménez Jiménez, María de los Ángeles 
dc.contributor.authorCortina Pérez, Beatriz 
dc.date.accessioned2024-04-08T10:04:48Z
dc.date.available2024-04-08T10:04:48Z
dc.date.issued2020
dc.identifier.citationMaría de los Angeles Jiménez Jiménez, Beatriz Cortina Pérez. Peer-blogging as a tutoring technique at higher education. En: Investigación e innovación educativa: tendencias y retos / coord. por José María Romero Rodríguez; Inmaculada Aznar Díaz (ed. lit.), María Pilar Cáceres Reche (ed. lit.), José Antonio Marín Marín (ed. lit.), 2020, ISBN 978-84-1324-590-4, págs. 645-660es_ES
dc.identifier.isbn9788413245904
dc.identifier.urihttps://hdl.handle.net/10481/90481
dc.description.abstractThe practical component in teacher training has a special relevance and complexity when difficult situations have to be dealt with while a group of students puts their expectations on the future teacher. The situation is still more complex if you have to use a language that is not your own in order to communicate in the classroom. In this sense, tutoring plays a hugely important role. During a learning period of 10 weeks students on placement had, among other tasks, the weekly submission of a journal that includes the description of the tasks carried out in the classroom along with a reflection on them.es_ES
dc.language.isoenges_ES
dc.publisherDykinsones_ES
dc.subjectPeer-blogginges_ES
dc.subjectHigher educationes_ES
dc.subjectTutoring techniqueses_ES
dc.titlePeer-blogging as a tutoring Technique at Higher Educationes_ES
dc.typebook partes_ES
dc.rights.accessRightsopen accesses_ES
dc.type.hasVersionVoRes_ES


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