Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teacher Education Pub Date : 2025-01-13 DOI:10.1177/00224871241312351

Lisa M. Domke, Christian Valdez, Cathy Amanti

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Abstract

Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge—yet systematic guidelines and programs for DLBE teacher preparation are lacking. We conducted a collaborative autoethnography to determine how our identities and experiences with language and DLBE related to our feedback and supervision of DLBE PSTs. We analyzed and discussed the narratives we wrote about our experiences and the feedback we provided while supervising 13 Spanish–English bilingual PSTs in elementary DLBE classrooms. Our identities and experiences, which were influenced by families, education, language histories, geography, and sociopolitical contexts, influenced our feedback. Considering identities and experiences illuminates what is (sometimes unconsciously) prioritized and ignored in feedback. Engaging in deep reflection is important for continued support of supervisors and PSTs.

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监督、指导和培养双语双语教育教师：合作自述

反馈和职前教师（pst）的临床实践/实地经验对他们的学习至关重要。了解对现场主管反馈的影响是至关重要的，特别是对于准备双语双语教育（DLBE）教师来说，因为这需要专业知识，但缺乏系统的DLBE教师准备指南和计划。我们进行了一项合作的自我民族志，以确定我们的语言和DLBE的身份和经验与我们对DLBE PSTs的反馈和监督之间的关系。我们分析和讨论了我们所写的关于我们的经历的叙述，以及我们在监督13个西班牙语-英语双语的小学DLBE课堂上提供的反馈。我们的身份和经历受到家庭、教育、语言历史、地理和社会政治背景的影响，从而影响我们的反馈。考虑身份和经历阐明了反馈中（有时是无意识地）优先考虑和忽略的内容。深入反思对于继续支持主管和pst非常重要。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).