This qualitative study investigated preservice teachers’ experiences working with dual language learners within an early university-based practicum with young children. Our data were multiple reflective journal entries that each preservice teacher composed during the practicum. Our initial analysis revealed a subset of preservice teachers who described major challenges in their initial work with dual language learners but ultimately formed more professional dispositions toward working with this population. A constructivist paradigm guided our further collaborative, iterative coding process that yielded three principal themes: (1) struggling to connect with dual language learners, (2) trying out “child-centered” approaches, and (3) articulating a sense of professional empowerment. Additional research is needed to support teacher educators in their mission to empower all early childhood teachers to work effectively with dual language learners.

中文翻译：

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“我最大的挑战恰好是我最大的成功”：在早期的职前教师实习中，使用高比例的双语学习者克服障碍

这项定性研究调查了职前教师在早期的以大学为基础的带幼儿实践中与双语学习者合作的经验。我们的数据是实习教师在实习期间撰写的多个反思性日记条目。我们的初步分析揭示了一些职前教师，他们描述了在使用双语言学习者进行初次工作时遇到的主要挑战，但最终形成了与该人群合作的更专业的态度。建构主义范式指导了我们进一步的协作式，迭代式编码过程，该过程产生了三个主要主题：（1）努力与双语学习者建立联系；（2）尝试“以儿童为中心”的方法；以及（3）阐明职业授权感。