Toward a Culturally Competent Pedagogy of Teacher Education: Tensions in Teaching International Preservice Teachers

• In Event: Facilitating Responsive and Competent Multicultural Pedagogies Through Self-Study

Abstract

In this collaborative self-study, we read and reflected on literature about (the schooling experiences of) Chinese international students as a means to assessing our cultural competence in our foundational education course. Analysis of our reflections revealed the following themes: Tension between Understanding and Discouraging Student Silence; Between Accepting Cultural Difference and our Commitment to Democracy; and the Minimization of Students’ Schooling Experiences. This study illuminates the promise and challenges in becoming culturally competent teacher educators.

Authors

• Rob Martinelle, Boston University

• Erin Nerlino, Boston University

• Lauren Funk, Boston University

• Brandon Foye, Boston University