Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences
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AbstractThis paper captures the group dynamics underpinning preservice teacher identity formation to
understand how childhood schooling and teacher education shape the teaching metaphors
teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a
precise framing of the diverse ways teachers identify with intercultural education vis-`a-vis other
pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice
teachers’ experiences with the experiences of other teachers that had emerged in global
literature. We draw insights from our efforts to co-construct with preservice teachers their professional
development in facilitating intercultural education. Adapting the activities based on
their responses, we co-constructed with each other during the workshop teacher identities with a
sense of connectedness between intercultural education and other pedagogical forms. We
observed preservice teachers as we facilitated their discussions, employing ethnographic approaches
to immerse ourselves in the interactions of the workshop participants. The findings
revealed that preservice teachers had become more mindful of the implications of their intercultural
education practices after having reflective dialogues with each other. However, although
the teachers successfully integrated each other’s views about intercultural education practices,
this could not be sustained when they attempted to contextualize these efforts. The teachers could
not reconcile their disparate childhood experiences with cultural diversity as students graduating
from schools with differing academic performance rankings (school banding). Therefore, they
struggled to connect their experiences with other pedagogical forms that they had previously
encountered.
understand how childhood schooling and teacher education shape the teaching metaphors
teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a
precise framing of the diverse ways teachers identify with intercultural education vis-`a-vis other
pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice
teachers’ experiences with the experiences of other teachers that had emerged in global
literature. We draw insights from our efforts to co-construct with preservice teachers their professional
development in facilitating intercultural education. Adapting the activities based on
their responses, we co-constructed with each other during the workshop teacher identities with a
sense of connectedness between intercultural education and other pedagogical forms. We
observed preservice teachers as we facilitated their discussions, employing ethnographic approaches
to immerse ourselves in the interactions of the workshop participants. The findings
revealed that preservice teachers had become more mindful of the implications of their intercultural
education practices after having reflective dialogues with each other. However, although
the teachers successfully integrated each other’s views about intercultural education practices,
this could not be sustained when they attempted to contextualize these efforts. The teachers could
not reconcile their disparate childhood experiences with cultural diversity as students graduating
from schools with differing academic performance rankings (school banding). Therefore, they
struggled to connect their experiences with other pedagogical forms that they had previously
encountered.
All Author(s) ListDaphnee Hui Lin Lee, Jan Christian Gube
Journal nameInternational Journal of Intercultural Relations
Year2024
Month5
Volume Number100
PublisherElsevier
Article number101965
ISSN0147-1767
eISSN1873-7552
LanguagesEnglish-United States
KeywordsCultural diversity, Identity grafting, Intercultural education, Preservice teacher education, School banding, Teacher identity
