Background: As diverse communities continue to be targets of racism and anti-immigrant sentiments permeate current political discourse, the need to prepare a teaching force that understands immigrant children and their families continues to be a critical priority. Purpose: This study explored the ways in which one digital storytelling project that required 20 clinical hours working with English learners (ELs) engaged preservice teachers in learning about immigrant issues. Methodology/Approach: Data in the form of critical reflections, digital storytelling video transcripts, and archival data were collected from undergraduate teacher education candidates over three semesters. Narrative data from participants were analyzed using thematic narrative analysis. Findings/Conclusions: The findings of the study are organized into themes that included enriching experience, transformed attitudes, and stories of resilience. The results showed the ways that preservice teachers’ dispositions about immigration were challenged and how much their understanding of the experiences of ELs was deepened through the experience. Implications: This study offers insight for teacher education programs and shows how experiential pedagogical tools such as digital storytelling and authentic clinical experiences can challenge existing and problematic beliefs and assumptions, helping to build a cadre of teacher advocates of immigrant children.

背景：由于各种社区继续成为种族主义的目标，并且反移民情绪渗透到当前的政治言论中，因此，需要一支能够理解移民儿童及其家庭的师资队伍仍然是重中之重。目的：本研究探讨了一个需要20个临床小时与英语学习者（EL）一起工作的数字故事项目，该方法使职前教师学习移民问题。方法论/方法：以批判性反思，数字故事视频记录和存档数据的形式，从三个学期的本科师范教育候选人中收集数据。来自参与者的叙事数据使用主题叙事分析进行了分析。结果/结论：研究的结果分为主题，包括丰富的经验，转变的态度和韧性故事。结果表明，在职教师对移民的态度受到挑战的方式，并通过这些经验加深了他们对英语教学经验的理解。启示：这项研究为教师教育计划提供了见识，并展示了诸如数字叙事和真实的临床经验之类的体验式教学工具如何能够挑战现有的和有问题的信念和假设，从而帮助建立了一批支持移民儿童的教师倡导者。