Examining Teacher Knowledge in Cross-Cultural Classroom Contexts

Abstract

Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning.” Through these inquiries, we unpack the complexities of teachers and students engaging in cross-cultural classroom contexts. We present narrative inquiry as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts. Such a methodological approach reveals details of the kinds of cross-cultural perspectives that might unfold in the implementation of curriculum, and explores ways in which teachers' sense of teacher knowledge are shaped by experiences of teaching and learning. We recognize complexities revealed through a comparative cross-cultural narrative approach as a way of highlighting the educational significance of this work. We organized chapters of this volume into sections, using Schwab's (1973) curriculum commonplaces as a framework for examining some of these complexities. The four section headings are: Section I: “Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences;” Section II: “Learner experience informing teacher knowledge;” Section III: “Subject matter/curriculum informing teacher knowledge;” and Section IV: “Milieu informing teacher knowledge.”

Citation

Ross, V. and Chan, E. (2023), "Examining Teacher Knowledge in Cross-Cultural Classroom Contexts", Chan, E. and Ross, V. (Ed.) Smudging Composition Lines of Identity and Teacher Knowledge (Advances in Research on Teaching, Vol. 46), Emerald Publishing Limited, Leeds, pp. 3-10. https://doi.org/10.1108/S1479-368720230000046001