Crossing Borders, Shaping Minds: A Transformative Journey of Transcultural Teacher Educators

• In Event: Roundtable Group 2
  In Refereed Roundtable Session: Improving Education

Proposal

This study delves into the transformative journeys of two transcultural students who embark on the path of pre-service teacher educators in the United States. We are former teachers from South Korea and China, and currently pursuing Ph.D. degrees in a U.S. higher education institution, speaking English as an additional language. As researchers and practitioners, we acknowledge our own transcultural positionalities, shaped by the convergence of our diverse cultural backgrounds, academic pursuits, and experiences as educators.

To comprehend the intricacies of transcultural experiences, this study adopts transcultural theories as its guiding framework. These theories recognize cultural identity as a dynamic, ever-evolving process influenced by societal, historical, and political contexts. Embracing this lens enables us to explore the nuanced interactions between cultures, languages, and identities that shape the journey of becoming teacher educators.

In our quest to understand the complex dimensions of our roles, we employed the method of collaborative autobiography. This approach encouraged us to introspectively examine our personal narratives while also engaging in a collective exploration of shared experiences. Through ongoing dialogue and collaborative writing, we embarked on a journey of self-discovery as transcultural learners and educators in the realm of teacher education.

The findings from our study offer valuable insights into the experiences of transcultural individuals within the context of teacher education. Specifically, we explored three key themes: (1) Navigating Transcultural Identities, (2) Transformative Learning and Growth, and (3) Cultivating Culturally Competent Educators. Firstly, we examined our experiences in navigating our transcultural identities, exploring the complexities and challenges we faced in reconciling our diverse cultural backgrounds, languages, and identities with the expectations and demands of the teacher education context. Secondly, we focused on our transformative learning experiences, facilitating self-reflection and personal growth in response to intercultural encounters in the teacher education setting. Lastly, we reflected on the process of becoming integral participants in teacher education as we foster transcultural understanding and sensitivity to cultivate culturally competent educators capable of effectively teaching in diverse classrooms.

Our study not only offers inspiration and knowledge to educators and researchers but also serves as a catalyst for building a more inclusive teacher education environment that fosters the capacity to protest against injustice. By sharing the transformative journey of us as transcultural students, our study highlights the potentialities that emerge when individuals from diverse cultural backgrounds engage in teacher education, promoting culturally responsive teaching practices and critical consciousness. This emphasis on inclusivity and social justice empowers future educators to challenge outdated norms and actively advocate for a fair and equitable educational system, ultimately fostering a generation of teachers who are prepared to stand up against injustice in all its forms.

Authors

• Seunghoon Han, The Pennsylvania State University

• Chen Su, The Pennsylvania State University

• Yue Qi, Penn State University