Looking to Our Past to Re-Envision Our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts

Autor/inn/en	Jacobs, Jennifer; Babaeer, Shahad's; Alrouqi, Fawaz
Titel	Looking to Our Past to Re-Envision Our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts
Quelle	In: Studying Teacher Education, 15 (2019) 3, S.296-316 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2019.1632702
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Graduate Students; Doctoral Programs; Supervision; Foreign Students; Career Choice; Teaching (Occupation); Foreign Countries; Decision Making; Prior Learning; Teacher Influence; Family Influence; Cooperating Teachers; Metacognition; Saudi Arabia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Teaching; Lehrberuf; Ausland; Decision-making; Entscheidungsfindung; Vorkenntnisse; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Saudi-Arabien
Abstract	This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts. Data collection included written autobiographical narratives, audio-recordings of reflective conversations, and various artifacts. By sharing our narratives and engaging in reflective conversations about these experiences, we gained insight into our histories in relation to the term supervision. Understanding each other's pasts and contexts helped us gain a window into how our experiences influenced our beliefs about supervision. Specifically, we saw connections in relation to what influenced us to become teachers, relationships and the context for supervision, and the function of supervision. Our past narratives became a lens to study how we currently view supervision. This realization pushed us to develop a new vision of supervision informed by both our past experiences and our current knowledge and experiences. This study has implications for both teacher educator-doctoral student preparation and teacher educator professional development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01