Our Experience Matters: Valuing the Experiences of Transnational Doctoral Students as Teacher Educators in the United States

Session Type: Symposium

Abstract

In this symposium, we present the autobiographical self-studies of five transnational doctoral students enrolled in a graduate program in the Midwestern United States. Each autobiographical self-study focuses on how each participant has leveraged their lived experiences teaching early childhood, primary, or secondary education abroad in countries such as Vietnam, China, Turkey, and Honduras to develop a pedagogy of teacher education. Through this symposium, we hope to use self-study research as a vehicle to advocate for the visibility of transnational doctoral students in U.S. teacher education programs and raise questions about the inert belief that transnational doctoral students are void of rich educational experiences that would make them powerful teacher educators.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Alexander Cuenca, Indiana University

Papers

• A Teacher Educator Wannabe: Troubling My Disqualification to Teach Teachers - Thi Nhu Quynh Dang, Indiana University

• Development of a Transnational Novice Mathematics Teacher Educator in the United States - Mariela Duarte, Indiana University

• Becoming a Teacher Educator From the Outside: A Self-Study of My Development as a Teacher Educator Without the "Right" Experience - Xiali Chang, Indiana University

• Learning to Teach Teachers in a Pandemic: International Experiences That Don't "Count" - Fatma Merve Halipinar, Indiana University

• Reflections From Turkey: Self-Study as a Tool to Think but Not Act Like a Teacher Educator in the United States - Sinan Yozgatli, Indiana University

Discussant

• Alexander Cuenca, Indiana University