|Published online: October 14, 2014||$US5.00|
The purpose of this self-study research is to understand how a transnational experience helps me construct a new identity as a teacher educator from a classroom practitioner. Grounded in self-authored inquiry through unpublished professional journals, artifact presentations, and interviews in the contexts of teacher education (e.g., Beattie, 1995; Miller, 1998),Wenger's (1998) three modes of participation, narratives are presented to describe the process through which how I gradually develop new knowledge as a teacher educator with intercultural competence. This study contributes to the fields of narrative inquiry and teacher education, as narrative clearly captures the ways in which reflective practice promotes a teacher-researcher’s professional as well as personal development. Also, it shows that that self-study is a valuable way to shed light on how transnational experience allows a teacher to be equipped with a new professional identity with intercultural competence.
|Keywords:||Self-study, Narrative Inquiry, Teacher Education, Transnational Experience, Intercultural Competence|
The International Journal of Adult, Community, and Professional Learning, Volume 20, Issue 4, October 2014, pp.13-23. Article: Print (Spiral Bound). Published online: October 14, 2014 (Article: Electronic (PDF File; 599.431KB)).
Doctoral Student, Curriculum, Teaching and Learning, Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario, Canada