부산대학교 도서관

This article discusses a research project on international doctoral students' perceptions and experiences of supervising pre-service teachers in the United States. Three international doctoral students at a large public university in the Southeastern United States participated in in-depth interviews and observations of their practicum seminars and of coaching conversations with pre-service teachers. Findings revealed international supervisors' perceived positive contributions that they made in addition to navigating common challenges as they simultaneously had to teach and learn in a new context. Implications include the importance of providing multiple levels of support for international doctoral students who supervise pre-service teachers. [ABSTRACT FROM AUTHOR]