Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study

• In Event: Teaching Across Borders: Experiences of International Teachers and Teacher Educators

Abstract

This paper concerns pedagogical challenges of teacher educators teaching in a transcultural context where their home languages and cultures are marginalized relative to the U.S. mainstream culture. Using collaborative autoethnography, we investigated our own pedagogical challenges related to language, culture, and power structure through the notion of third space. We collected the data by interviewing each other with topics, such as our teaching practices and pedagogical challenges. We analyzed the data by coding inductively and deductively. We present three findings on pedagogical challenges pertaining to language, culture, and sociopolitical dimensions and how we negotiated our perspectives of teaching and learning. This study has implications on supporting MTEs and the pedagogy of teacher education.

Authors

• Xuexue Yang, SUNY - College at Oneonta

• Byungeun Pak, Dixie State College of Utah