A Comparative Ethnographic Narrative of Transcultural Teacher Development and Teacher Acculturation

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Critical Ethnography and Teacher Identity (Table 4)

Abstract

This research investigates transcultural teacher development and teacher acculturation at a Canadian university with teachers from diverse cultural backgrounds. The conceptual framework is rooted in Comparative Ethnographic Narrative, a blend of reflexive ethnography and narrative inquiry (Author 1, 2022). The research methodology also draws on video-cued multivocal ethnography (Tobin et al., 2009). Videos of microteaching were recorded during university coursework. Edited videos were watched in focus group discussions. Interpretive qualitative data was analyzed from reflections on teaching and teacher-to-teacher conversations. Fourteen international students (teachers), from India, China, Nigeria, Iran, Argentina, Vietnam, Mexico, and elsewhere participated. Two international students co-constructed narratives from peers. Findings included significant cross-cultural differences in teacher acculturation and tacit teacher wisdom, with implications for transcultural teacher development.

Author

• Edward R. Howe, Thompson Rivers University