On Being, Doing, and Becoming: Understanding Beginning Teacher Educators in Multicultural Education Through the Lens of a Contextual-Individual Nexus

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-7 - Teachers as Community Members: Engagement Practices in and out of Schools

Abstract

This study investigates new teacher educators’ responses to teacher community’s support. Using the “community of practice” theory, specifically, Lave and Wenger’s (1991) “legitimate peripheral participation” concept and Wenger’s (1998) concept of "meaning", the study found that novice teacher educators’ responses to community support varied from (a) hesitancy to join critical dialogues, to (b) adapting their roles in group meetings, to (c) seeking a sense of belonging in the group work. The study discusses that “community of practice” theory does not adequately explain the whole dynamic process of novice teacher educator’s responses to community support. It then urges for the need of combining theories of power with “community of practice” theory to provide a more complete view of novice teacher educator learning.

Author

• Vy Dao, University of Social Sciences and Humanities-Vietnam National University HCM