Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-a-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered.

中文翻译：

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职前特殊教育者对脚手架的反思和文化回应的挑战与可能性

鉴于其在野外工作的职责性质，大学主管在准备岗前教师成为对文化敏感和具有批判性反思性的特殊教育者方面发挥着重要作用。但是，主管本身可能没有必要的经验和培训，并且对于有效的指导实践，以促进实施对文化和语言敏感的教学法（CLRP）和批判性反思的指导很少。这项探索性的定性研究研究了三名主管如何与他们的学生老师一起参加观察后会议，以使用内容和话语分析促进对CLRP的批判性思考。调查结果表明，尽管学生教师参与了有关CLRP的讨论并能够批判性地自我反思，主管们无法促进对机构实践和系统偏见的批判性反思。提供了对职前教师教育计划中实习经验的监督的理论和实践意义。