Supervising student-teachers’ research: between reinforcing our supervisor-researcher identities and enabling novice teacher-researchers

Abstract

Being a supervisor-researcher in a preservice EFL program is a critical role in that it enables student-teachers to complete their theses and learn how to conduct research. Through a trio ethnographic approach, this chapter retrospectively describes the experiences and teaching practices of three bilingual teacher educators navigating their dual role as supervisors-researchers of English as a Foreign Language student teachers working on their final graduation project. Through a dialogue between the three researchers, the tensions of the different roles and positions held by each one are unpacked, explaining their own path to professional development. First as researchers, by observing and analyzing their preservice EFL student teachers and MA students’ research journey, and second, as thesis supervisors, helping students construct their understanding of the importance of researching their own classroom, not only to reflect on and improve their practice but most importantly to develop professionally and acquire a teacher-researcher identity.