Learning to become culturally responsive teacher educators in an internationalized doctoral course: A video-cued interpretive study

Wei Liao, Xuewei Wang, Kongji Qin

Research output: Contribution to journalArticlepeer-review

Abstract

Using a video-cued interpretive research methodology, this study examines how eight doctoral students learn to become culturally responsive teacher educators in a foundation course in one of the first international teacher education Ph.D. programs in mainland China. We identified three patterns undergirding the participants’ learning experiences: (a) engaging with teacher education knowledge from culturally plural perspectives; (b) honing strategies for creating culturally inclusive learning experiences; and (c) developing asset-based views toward cultural diversity. These patterns constitute a conceptualization of the process of learning to become culturally responsive teacher educators and suggest practical implications for preparing culturally responsive teacher educators.

Original languageEnglish (US)
Article number103339
JournalTeaching and Teacher Education
Volume102
DOIs
StatePublished - Jun 2021

Keywords

  • Culturally responsive pedagogy
  • Doctoral education
  • International education
  • Teacher educator
  • Video study

ASJC Scopus subject areas

  • Education

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