ABSTRACT

The Change Laboratory methodology offers the potential to support expansive learning in preservice bilingual teacher education. This qualitative case study examines how ten preservice Chinese and Korean bilingual teachers, who participated in a Change Laboratory intervention, engaged one of the major Change Laboratory instruments, the four-field model, to make changes in their lesson implementation. By recognising the structural barriers in their bilingual teacher learning and praxis, they were able to take future-oriented actions. Findings from the thematic analysis illustrate how, as the preservice bilingual teachers embraced ambiguity in their teaching, they became increasingly cognisant of the non-linear and complex nature of teaching and learning. In doing so, they explored their collective reflective practices and gained confidence in using their judgement to generate expressions of transformative agency that have the potential to disrupt the status quo in US bilingual education.

摘要

变革实验室的方法论提供了在职前双语教师教育中支持广泛学习的潜力。该定性案例研究检查了参加变革实验室干预的十名中，韩双语双语教师如何利用主要的变革实验室工具之一的四域模型来改变其课程实施方式。通过认识到双语教师学习和实践中的结构性障碍，他们能够采取面向未来的行动。专题分析的结果表明，随着职前双语教师在教学中拥抱歧义，他们越来越意识到教学的非线性和复杂性。在这样做，