| Title: |
Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography |
| Language: |
English |
| Authors: |
Lisa M. Domke (ORCID 0000-0002-6611-3441); Christian Valdez (ORCID 0009-0006-0645-9965); Cathy Amanti (ORCID 0000-0003-3542-1203) |
| Source: |
Journal of Teacher Education. 2025 76(2):195-207. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Office of English Language Acquisition (OELA) (ED) |
| Contract Number: |
T365Z170246 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Education |
| Descriptors: |
Coaching (Performance); Teacher Supervision; Bilingual Teachers; Preservice Teachers; Teacher Education Programs; Supervisor Supervisee Relationship; Guidelines; Personal Narratives; Spanish; English (Second Language); Second Language Learning; Elementary School Teachers; Bilingual Education; Professional Identity; Self Concept; Feedback (Response); Field Experience Programs; Student Teaching; Teacher Educators; Teacher Characteristics |
| DOI: |
10.1177/00224871241312351 |
| ISSN: |
0022-4871; 1552-7816 |
| Abstract: |
Feedback and preservice teachers' (PSTs') clinical practice/field student teaching 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1469709 |
| Database: |
ERIC |