International Experience of Knowledge Communities and Teacher Professional Development: An Autobiographical Narrative Inquiry

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Methods and Methodology

Abstract

This study aims to describe how international experience of knowledge communities shape teacher’s reflective practices, identities, and agency. It is grounded in Dewey’s (1938) theory of experience, Clandinin and Connelly’s (1988; 1995) conceptualization of personal practical knowledge and professional knowledge landscape, and Craig and Olson’s (1995; 2001) conceptualization of knowledge community. It adopts narrative inquiry as the methodology. The field texts (data) include my journals between 2013 and 2019, photos, my writings in graduate courses, my research proposals for projects, and documents. It sheds light on the challenges and opportunities experienced by teacher who engages in international or cross-cultural education and development. It also invites rethinking and re-imagination of the practices in international, cross-cultural, and knowledge-community-based teacher education and development.

Author

• Yuanli Chen, University of Alberta