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.

中文翻译：

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回顾我们的过去重新设想我们的未来：国际背景下教师候选人监督的共同/书志研究

摘要这项自学讲述了两名国际师范教育博士生和一名教职员工共同开展人种志/自传民族志的故事，以此作为在国际背景下集体探索教师候选人监督经验和概念化方法的方法。数据收集包括书面自传叙事，反思性对话的录音和各种人工制品。通过分享我们的叙述并就这些经历进行反思性对话，我们获得了与监督一词有关的历史的见解。了解彼此的过去和环境有助于我们了解自己的经历如何影响我们对监督的信念。具体来说，我们看到了与影响我们成为老师的因素有关的联系，关系和监督环境，以及监督的功能。我们过去的叙述成为研究我们目前如何看待监督的镜头。这种认识促使我们根据过去的经验以及当前的知识和经验，发展出一种新的监督视野。这项研究对教师教育者-博士生的准备以及教师教育者的专业发展都有影响。