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Direct linkLisa M. Domke; Christian Valdez; Cathy Amanti – Journal of Teacher Education, 2025
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…
Descriptors: Coaching (Performance), Teacher Supervision, Bilingual Teachers, Preservice Teachers
Gaines, Rachel; Choi, Eunjeong; Williams, Kyle; Park, J. Hannah; Schallert, Diane L.; Matar, Lina – Journal of Teacher Education, 2018
We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined…
Descriptors: Preservice Teachers, Preservice Teacher Education, Online Courses, Bilingual Teachers
Martínez-Álvarez, Patricia; Cuevas, Isabel; Torres-Guzmán, María – Journal of Teacher Education, 2017
This study draws upon a survey of writing conceptions and cultural dispositions data, as well as multimodal compositions allowing bilingual teacher candidates to recursively explore and deepen the relationships between language, identity, and culture in learning. We found that teacher candidates did rethink the relationships through the multimodal…
Descriptors: Bilingual Teachers, Preservice Teachers, Correlation, Self Concept
Peer reviewedMarsh, David D. – Journal of Teacher Education, 1985
The California legislature's conception of teacher education and its response to the state's need for improved bilingual education, for recriutment of teachers in critical subject matter areas, and for recruitment of teachers with strong academic preparation are discussed. Implications for preservice policy and research are identified. (DF)
Descriptors: Bilingual Teachers, Educational Policy, Higher Education, Preservice Teacher Education
Peer reviewedSheets, Rosa Hernandez; Chew, Laureen – Journal of Teacher Education, 2002
Documents the paucity of research on Chinese American teachers, noting how this contributes to the invisibility of Asian Americans as frontline participants in education and exploring bilingual Chinese American teachers' perceptions of the multicultural course requirement in teacher preparation. Data from teacher interviews, surveys, focus groups,…
Descriptors: Bilingual Teachers, Chinese Americans, Culturally Relevant Education, Elementary Secondary Education
Varghese, Manka M.; Stritikus,Tom – Journal of Teacher Education, 2005
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why…
Descriptors: Language Planning, Bilingual Teachers, Public Policy, English (Second Language)
